Didactic conception of the inverted classroom in the teaching-learning process of Mathematics in upper secondary education in Ecuador

Abstract

This research aims to design a didactic concept based on the flipped classroom pedagogical strategy applicable to the teaching-learning process of mathematics at the upper secondary level, specifically in tenth grade at the Miguel de Santiago Educational Institution in Ecuador. The methodology employed is qualitative, descriptive-documentary, based on the critical review of scientific literature and official documents. The results indicate that the flipped classroom can significantly improve academic performance, encourage active student participation, and promote autonomous and collaborative learning. The proposal is developed within a socio-constructivist framework, in accordance with current curricular guidelines in Ecuador.