CLXXX. AULA INVERTIDA COMO ESTRATEGIA DIDÁCTICA PARA EL APRENDIZAJE Y APLICACIÓN DE RAZONES Y LEYES TRIGONOMÉTRICAS EN SITUACIONES PROBLEMAS MATEMÁTIZABLES Y LA CONSTRUCCIÓN DEL PENSAMIENTO COMPUTACIONAL MEDIADA POR CLASSROOM

Abstract

The research aims to implement the flipped classroom method as a didactic strategy for
learning and applying trigonometric reasons and laws in situations of mathematical problems
and the construction of computational thinking through Classroom as a virtual classroom in
students of the tenth grade of IE No. 15 in the municipality of Maicao, with the purpose of
setting the teaching and learning process and improving results in internal and external tests.
The implemented methodology is quantitative, with a quasi-experimental design and
correlational scope when trying to determine the influence of a didactic strategy in the
learning of an area of knowledge, it has an explanatory value when showing the relationship
between two concepts. The study had two work groups, one of control and another
experimental one, this last one submitted to interventions of the inverted classroom approach,
allowing to collect information and to compare it with a control group.
The results obtained allow us to conclude that the implementation of the inverted classroom
approach promotes reflection and the generation of critical positions and the development of
written algorithms in the face of mathematical problems, since it encourages a discussion
environment that facilitates collaborative learning after individual work, while it shows a
high degree of motivation, good attitude, and willingness to work.