Abstract:

Information and Communication Technologies, also known as ICT, have undergone an important development which has been parallel to social transformation. In this reality in which we are immerse, it is difficult to maintain students’ attention as they are used to get the information quickly. Due to this fact, it is teachers´ responsibility to use constructive methodologies that enable students to foster a meaningful learning to allow them to continue learning by themselves throughout their lives. In the concrete case of Mathematics, studies show that students have difficulties in terms of developing deduction skills, so a time in the classroom is required to make an effort of analysis as fruitful as possible.

The experience performed consists on the application of Flipped learning in the subject of Graphs, Models and Applications in a sample of students of Higher Education level and the so that the events that are traditionally performed inside it now are carried out at home.

More specifically, the students have to study the theory at home, throughout videos, at least the parts that are not excessively difficult, before the moment of face-to-face in the class. The materials they have to prepare have to be detailed and clear and they are published each week on the platform of the university. The face-to-face session begins with the revision of the content that students´ have learnt so the teacher makes questions and the students have to answer them being possible for them to have the notes taken during the watching of the videos. This moment gives rise to the discussion of the different concepts, to clarify doubts and to check that they have really understood about the contents studied. Moreover, in the classroom, they have to solve problems previously proposed and worked at home.

This also allows a good environment for debate, in which everyone can indicate how they have tried to deal with the problem, whether they have solved it correctly or not.

With this methodology we dedicate time for students´ participation, but, in order to make the methodology be successful, the student has to get involved, since it requires effort and discipline and the study of the content before the teacher's explanation. Therefore, the involvement of the student in this methodology is much greater, both in terms of its benefit for the learning process and in the success or failure of its implementation.

The data analysis consists on the descriptive and correlative study of some items related to variables involved in the teaching and learning process obtained from the answers to a user experience online questionnaire. The results lead us to discuss the benefits of the application of Flipped learning in the sample of study and show that when this methodology is applied, the development of several aspects related to the variables of study of the learning process is linked.

Keywords:

Flipped learning, advanced mathematics, meaningful learning, video format, collaborative work, didactics of mathematics