Neurodidáctica aplicada al aula invertida en la enseñanza – aprendizaje de la matemática del sexto año de la UE “Rosa Zárate”
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Date
2022-07-01
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Universidad Técnica de Ambato-Facultad de Ciencias Humanas y de la Educación-Maestría en Educación mención en Enseñanza de la Matemática
Abstract
La tecnología ha ido evolucionando a pasos agigantados, dando cambios significativos
de manera especial en la educación, provocando un giro a la enseñanza tradicional,
además convertir al estudiante en el protagonista de adquirir el conocimiento con la
guía del docente. La investigación se realizó con el objetivo “Determinar la influencia
de la neurodidáctica aplicada al aula invertida en la enseñanza - aprendizaje de la
Matemática en el sexto año de la U.E. “Rosa Zárate”. La metodología utilizada tuvo
un enfoque cuantitativo de tipo bibliográfica y de campo. La metodología del "Flipped
Classroom” o aula inversa, que forma parte de un novedoso método didáctico dentro
del aprendizaje, como estrategia metodológica del constructivismo, dando un giro a la
enseñanza tradicional, donde el alumno previamente tiene acceso a la información y
en la interacción con el educador, puede aprovechar el tiempo para despejar
inquietudes o dudas del tema, además convirtiendo al estudiante en el protagonista de
adquirir el conocimiento con la guía del docente, desarrollando el pensamiento crítico,
destrezas, habilidades y responsabilidades, por medio de los procesos de enseñanza
aprendizaje de la Matemática, estrategias activas, recursos didácticos, inmersos en un
Description
Technology has been evolving by leaps and bounds, giving significant changes
especially in education, turn to traditional teaching, as well as making the student the
protagonist of acquiring knowledge with the guidance of the teacher. The research was
carried out with the objective " To determine the influence of neurodidactics applied
to the flipped classroom in the teaching - learning of Mathematics in the sixth year of
General Basic Education of U.E. "Rosa Zarate". The methodology used had a
quantitative approach of a bibliographic and field type. the methodology of "Flipped
Classroom" or reverse classroom, which is part of a novel didactic method within
learning as a methodological strategy of constructivism is giving a twist to traditional
teaching, where the student previously has access to information and in the interaction
with the educator, It can take advantage of the time to clear concerns or doubts about
the subject, furthermore making students to be protagonist of acquiring knowledge
with the guidance of the teacher, developing critical thinking, skills, abilities and
responsibilities, through the teaching-learning processes of Mathematics, active
strategies, didactic resources, immersed in a collaborative work and achieve
meaningful learning. To obtain results, we have worked with a questionnaire with the
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Likert scale, it was applied to a population of 26 students of the sixth year of General
Basic Education, to verify the hypothesis, in the SPSS system and a Chi square test.
for the validation of the categorical variables, obtaining favourable results, 61.54% of
the students indicate that they totally agree to work with the inverted classroom,
however, there is an important finding, the teacher sends the Mathematics homework
to be done and they explain the theory in the classroom. The research indicates that
the application of the methodology has been corroborated, but there is a variety of
methods at the time of teaching.
Keywords
AULA INVERTIDA, CEREBRO, EMOCIÓN