Flipped Classroom Model in the Teaching-Learning Process of Limit Calculation in First Year of High School

Abstract

Introduction: This project aims to achieve meaningful learning of the notion of limits in first-year high school students by implementing a teaching approach based on the Flipped Classroom pedagogical model, which adapts and accommodates each student's learning pace, facilitating their level of understanding and educational needs.
Materials and Methods: This model was implemented in an urban public school located in the city of Ambato, Ecuador. The school offers internet service for students in the computer labs. Students from peripheral areas of the city attend this institution. Therefore, it is necessary to implement a new pedagogical model that transforms the traditional order of class development into two phases: student work outside the classroom and work inside the classroom. In the first phase, students are sent pre-edited videos with activities on the Edpuzzle platform. In the second phase, higher-order cognitive activities are carried out. The effectiveness of this pedagogical model is assessed externally and internally through a SWOT analysis, which involves direct observation of the learning process and the application of assessment rubrics at the end of each session. Throughout this teaching intervention, the teacher applies the Flipped Classroom methodological model because it adapts to the student's learning pace. This model is supported by the Edpuzzle tool, which together led to significant learning of the notion of limits.
Results: In summary, considering all the information from the fact-perceptible stage of the research, the need and desirability of a proposal that contributes to the development of limit calculations in first-year high school students has been highlighted. One effort in this direction is the proposed intervention to achieve meaningful learning in limit calculations.
Discussion: Learning mathematics poses many challenges for students, and these challenges come in a variety of forms. However, in general, their origin is realized in the educational microsystem: student, subject matter, teacher, and school institution (Socas, 1997). Some teachers, in their attempt to simplify the learning of the notion of limits, make mistakes that, over time, become problematic for their students and for themselves (Hitt, 2016). The Flipped Classroom Model proposal helps avoid these errors and strengthen students' understanding of limits.
Conclusions: From everything presented during this project, which considered the Flipped Classroom Model for learning limit calculus, despite requiring teachers to dedicate much more time to learning new tools to improve planning, it provides students with greater learning advantages. Therefore, the following conclusions can be drawn.