*

*

*

Roberto Milanés Gómez

demanded initiative and creativity on the part of teachers

and students in order to meet the expected results. The

present work proposes the inverted learning model

designed for the development of online Mathematics

classes, which includes students and teachers of the first

year of high school of the Vinces Educational Unit, Vinces

canton, province of Los Ríos. In order to obtain the results,

an observation guide was applied to the virtual classes, a

questionnaire to 177 students and an interview to teachers

as data collection instruments. These made it possible to

Keywords: Tics, Performance, Impact, Survey,

Agricultural Activities.

* Ingeniera en Sistemas, Universidad Técnica de Babahoyo, Babahoyo Ecuador,

msaucedoj@utb.edu.ec ORCID: 0000-0001-9595-5552

* Licenciada en Educación, Universidad Técnica de Babahoyo, Babahoyo Ecuador,

mmoncayoc@utb.edu.ec, ORCID: 0000-0002-7655-1576

* Ingeniero Comercial, Universidad Técnica de Babahoyo, Babahoyo

ha demandado iniciativa y creatividad por parte de maestros y estudiantes a fin de

cumplir con los resultados esperados. El presente trabajo propone el modelo de

afrontan los educadores y educandos en posibilitar la adaptación online de la planificación

del desarrollo de los contenidos de la asignatura de Matemáticas.

Palabras clave: Tics, Desempeño, Impacto, Encuesta, Actividades Agrícolas.

INTRODUCTION

Currently, information and communication technologies (ICT) have modified the social

encounters between individuals worldwide, giving rise to the emergence of new

paradigms that propose a diversity of knowledge and skills focused on the variety of

existing technologies. In this context, education is not at the margin of this, the presence

presenting didactic content. In this scenario, there is a need for motivated teachers and

students, willing to receive new information. This will encourage the use of ICT in

education, facilitating access to content and teaching-learning methods, in full harmony

with the individuals who handle it. The interaction between the subject and the

technology to educate requires new views on how to proceed and act in a context which

is mediated by a computer.

Thinking about online education requires first of all to look at the current pedagogical

models and dialectically deny their best contributions in order to build an educational

option in new Learning Management Systems (LMS). There are several proposals:

Blended-learning (Bartolomé and Sandals, 1998), E-learning (Elliott Masie, 1999),

Inverted Classroom (Lage, Platt and Treglia, 2000), among others that have transcended

student outside the classroom, seeks from his own autonomy the acquisition of

knowledge by accessing the contents, mainly those of audiovisual type elaborated and

selected by the teacher according to educational needs, the technological tools that

allow appropriating and expanding knowledge. Gallardo et al., (2017) expresses that this

model allows the teacher to dynamize and modernize the teaching-learning processes,

facilitating the use of classroom time aiming at achieving greater depth in the study of

disciplinary contents. (p. 96)

The inverted learning model is based on the need to match different types of learning,

the use of multimedia tools is considered as an important contribution to teaching and

an instrument of great influence to acquire knowledge, in which students actively

factors of the teaching and learning process of Mathematics, in order to adequately focus

the efforts of teachers in the educational field. The central objective of mathematics

teaching is the cognitive development of students, which is correlated with the form of

instruction and the teacher's interaction in the classroom. (Holguín et al., 2016, p. 287).

Mathematics teachers should consider the interests and needs that allow them to create

an active environment of motivation, enthusiasm and attention to their class for problem

solving in a mathematical context. (Pochulu y Font, 2016, p. 15)In this context, students

should assume the acquisition of knowledge, directed by the educator, strengthening

class discussion or reflection. The teacher points out Oviedo (2018, p. 5)The teacher,

on the other hand, must assume strategies to generate student participation in class;

For the development of this research, a literature review was carried out in different

scientific databases on the variables of study: flipped learning, online class and its related

terms based on the glossaries of the Social Sciences. Likewise, search chains with

exclusion criteria were applied in Spanish, English and Portuguese to improve the

accuracy of the results related to the research topic.

From the search conducted, a total of 15 research antecedents related to the variables,

descriptors and scope of the topic raised were collected, namely: Núñez Paz y Rodríguez

(2020); Fúneme (2019); Madrid et al., (2018);Guerrero (2019); Rahmadani et al. (2020);

Lai & Hwang (2016); Wei et al. (2020); Cevikbas y Kaiser (2020); Seitan et al. (2020);

Kumar et al. (2017); Clark (2015); Urbano (2020); Cedillo et al. (2021); Lo et al. (2018);

attitudes in mathematics learning.

classroom.

Mathematics versus traditional teaching models.

learn inequalities.

Once the conclusive summaries of the study background have been exposed, it can be

seen that the tendency is to produce inverted classroom technologies in order to

motivate and intervene, but there is a model thinking of inverted learning as a process

specialties of Science and Computer Science Technician and 2 teachers of the subject of

documentary analysis on how the teaching-learning activities are developed, determining

modeling as a direct scientific method of research.

observed, a great majority of them connect to the online class, being highlighted by the

teachers, those who do not have technological resources, look for options to connect.

are generated to strengthen the review of these materials, as stated by the teachers, this

is due to the short time allotted for the development of the virtual class.

the explanation of the subject, expressing the teachers that the short duration of the

class does not allow the participation of all students.

More than 80% of the students stated that they do not do collaborative work in the

assignment of group activities to be done at home, however, the teacher does not know

Seventy percent of the students state that their concerns about the class topic are

answered, while 20% say that they are not answered. It was verified that the teacher

motivates the students to express their doubts, but according to his criteria many do

not do it, due to different situations (connectivity, embarrassment, lack of interest).

Eighty percent of respondents claim not to be evaluated in the online class, while 10%

subject, but no LMS platform is applied for the evaluative part in a synchronous manner,

according to their criteria this is due to the lack of expertise in the use of these learning

It is emphasized that 90% of the respondents agree that there is no reinforcement of

the class topic, while 10% affirm that there is. In the courses observed, it was found

that there is no generalized feedback of the contents, teachers report that the student

does not express concerns about the explanation given.

Fifty-eight percent of the students want to have fun learning, while 42% indicate that

they do not. As for the observations made, it was evident that the development of the

online class is limited to the transmission of information, without prioritizing interaction.

According to the teachers' criteria, this is due to a lack of knowledge of a specific

methodology for teaching through a computer.