El aula invertida en el aprendizaje de matemática en estudiantes universitarios: una revisión sistemática
DOI:
https://doi.org/10.53732/rccsociales/e70114Palabras clave:
Competencia digital, educación y desarrollo, autonomía educativa, aprendizaje, tecnología educacional, universidadResumen
El aula invertida es una metodología educativa que ha ganado relevancia en los últimos años debido a su enfoque en la inversión del método tradicional de enseñanza. En lugar de recibir instrucción directa en el aula, los estudiantes acceden a los contenidos teóricos fuera de clase y utilizan el tiempo en el aula para realizar actividades prácticas y colaborativas. El objetivo de este artículo de revisión sistemática es examinar y la evidencia existente sobre el uso del aula invertida en la enseñanza de matemáticas a estudiantes universitarios. Se usó un enfoque cualitativo de revisión literaria en bases de datos como WoS, Scielo y Scopus, donde se implementó las directrices de la declaración PRISMA para revisiones sistemáticas. Se aplicó criterios de inclusión y exclusión para la selección final de una muestra de 15 artículos para su revisión. Los estudios muestran que el aula invertida tiene beneficios claros en términos de mayor implicación personal en el aprendizaje, mejora en la comprensión de conceptos complejos, flexibilidad en el ritmo de estudio y una mayor interacción entre estudiantes y docentes. Se concluye que los estudiantes con estilo de aprendizaje asimilador presentan niveles más altos de satisfacción con esta metodología.
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