The Flipped Classroom: A Model for Solving 2x2 Systems of Equations in Telesecundarias
DOI:
https://doi.org/10.62452/8r64kz92Keywords:
Flipped classroom, autonomy, critical thinking, independent study, second-grade equationsAbstract
This intervention proposal is aimed at analyzing the internal and external factors, as well as the difficulties that students of Telesecundaria 196, located in the municipality of San Agustín Tlaxiaca, State of Hidalgo, present when solving exercises involving 2x2 equations or quadratic (second-degree) equations. By analyzing the context and lesson planning, it was determined that teachers limit themselves to designing and implementing classes using a traditional method, where the student is only a passive recipient and is not involved in their own learning. With the implementation of the flipped classroom model, and through a mixed-method approach and a case study, the aim is for the teacher to design tools and materials that enable students to take an active role both inside and outside the classroom, especially in solving quadratic equations. This research demonstrates that the selected methodology and the designed materials help students achieve a higher academic level, a better understanding of the methods used to solve equations, and the development of critical thinking, as well as autonomous learning and independent study. Therefore, it serves as a favorable tool for teaching quadratic equations and adapts to the new 2022 study plans and programs.
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