The flipped classroom model, a way to promote self-regulation and metacognition in the development of abstract statistical education

Abstract

The objective of this study is to gain information taken from an exploratory experiment, which was carried out in an action-research framework, in the Primary Education Degree of the University of Malaga. In this experiment, the flipped classroom model is used in statistical education in order to show that self-regulation, in the teaching-learning process can be developed to the point of metacognition. It is intended to involve students in the learning process, promote their ability to analyse data and statistical reasoning, and allow them to develop critical thinking skills. It takes on an active methodological approach, and bases itself on personal autonomy and self-regulation. According to the results observed, the more instrumental mathematical activities can be left outside the classroom, thereby favouring the development of much more functional and formative tasks within the classroom.