Flipped classroom and mathematics didactics in online education of Early Childhood Teachers

Abstract

This research work has been carried out in the subject Didáctica de las Matemáticas in the training of teachers of Early Childhood Education following the pedagogical model Flipped Learning in a completely online environment. This model commits to reverse the roles of the teacher and students making the latter the protagonists of their own learning process.

The objective was to analyse the learning outcomes and student satisfaction after experiencing the flipped classroom model in one of the units of the subject. For this, a quasi-experimental design was used with a non-equivalent control group and a pretest measure of learning outcomes to control possible initial differences between groups.

The different phases in the application of the flipped model are explained, both the preparation before the virtual face-to-face session of the teacher and the students, and its development and the final evaluation.

The results of this study show that this pedagogical approach increases student performance and even more when they attend live sessions. Likewise, the subjective assessments obtained have as a common axis: the motivation and satisfaction towards the methodology experienced.