Perception of Students about the Effectiveness of the Flipped Classroom and Technological Tools in the Learning of Mathematics

Abstract

This quantitative research analyses the perception of students about the use of flipped classroom and technological tools in a Functions unit exploring machine learning algorithms on linear regression, a decision tree and neural networks. This research proposes consulting YouTube videos about functions and use of the Desmos application in the teaching-learning process. The results of the linear regression indicate that the consultation with YouTube videos before the class and use of the Desmos application collaboratively during the class, and individually after the class, positively influence the teaching-learning process on the functions. Likewise, the decision tree identifies three predictive models. The neural network establishes how the activities of this pedagogical model influence the teaching-learning process. The implications of this research suggest that universities update their courses and carry out creative school activities outside and inside the classroom through flipped classroom. Finally, the flipped classroom facilitates the active role of the students during the learning process, promotes the construction of new educational virtual spaces and allows for improving the educational process through the incorporation of technological tools before, after and during face-to-face sessions.