Aula invertida con uso de recursos tecnológicos: sus efectos sobre el aprendizaje y la actitud hacia las matemáticas en una muestra de estudiantes de honduras

  • José Alberto Núñez Paz Maranatha Adventist Bilingual School, Honduras
Palabras clave: tecnología educativa, rendimiento académico, actitud hacia las matemáticas, aula invertida


La tecnología es parte integral del proceso educativo, por lo que es necesario conocer sus efectos sobre el rendimiento y la actitud hacia las matemáticas de los estudiantes. El presente estudio procuró determinar si existe una diferencia significativa de desempeño matemático y de actitud hacia las matemáticas entre un grupo en el que se utilizó la clase invertida con el uso de recursos tecnológicos y uno en el que se utilizó la clase tradicional. Participaron 38 estudiantes del segundo año de Bachillerato en Ciencias y Humanidades en una escuela privada en Honduras, durante el curso escolar 2018-2019. La investigación fue de tipo cuantitativa, con un diseño cuasiexperimental. Se utilizó la prueba estadística no paramétrica U de Mann Whitney para dos muestras independientes. Se encontró un efecto positivo al aplicar la clase invertida con el uso de recursos tecnológicos sobre el rendimiento académico y sobre la actitud hacia las matemáticas en sus cuatro dimensiones: valor, autoconfianza, disfrute y motivación.


Adams, S. y Burns, M. (1999). Connecting student learning and technology. Southwest Educational Development Laboratory.

Aiken, L. R. (1970). Attitudes toward mathematics. Review of Educational Research, 40(4), 551-596.

Arnold-Garza, S. (2014). The flipped classroom teaching model and its use for information literacy instruction. Communications in Information Literacy, 8(1), 7-22.

Aşiksoy, G. y Özdamli, F. (2016). Flipped classroom adapted to the ARCS model of motivation and applied to a physics course. Eurasia Journal of Mathematics, Science and Technology Education, 12(6), 1589-1603.

Barr, R. B. y Tagg, J. (1995). From teaching to learning: A new paradigm for undergraduate education. Change: The Magazine of Higher Learning, 27(6), 13-26.

Bergmann, J. y Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.

Bergmann, J. y Sams, A. (2015). Flipped learning for math instruction. International Society for Technology in Education.

Bhagat, K. K. y Chang, C. Y. (2015). Incorporating GeoGebra into geometry learning: A lesson from India. Eurasia Journal of Mathematics, Science and Technology Education, 11(1), 77-86.

Bhagat, K. K., Chang, C. N y Chang, C. Y. (2016). The impact of the flipped classroom on mathematics concept learning in high school. Journal of Educational Technology and Society, 19(3), 134-142.

Blitzer, R. (2014). Precalculus (5a ed.). Pearson.

Charles, R. I., Hall, B., Kennedy, D., Bass, L. E., Jonson, A., Murphy, S. J, y Wiggins, G. (2015). Geometry Common Core. Pearson.

Charles, R. I., Hall, B., Kennedy, D., Bellman, A. E., Bragg, S. C., Handlin, W. G., Murphy, S. J. y Wiggins, G. (2015). Algebra 2 Common Core. Pearson.

Cheung, K. C. (1988). Outcomes of schooling: Mathematics achievement and attitudes towards mathematics learning in Hong Kong. Educational Studies in Mathematics, 19(2), 209-219.

Connor, K. A., Newman, D. L y Deyoe, M. M. (2014, 15-18 de junio). Flipping a classroom: A continual process of refinement [Ponencia]. ASEE 121st Anual Conference and Exposition, Indianapolis, IN, Estados Unidos.

Cobb, P. (1994). Constructivism in mathematics and science education. Educational Researcher, 23(7), 4.

Crouch, C. H. y Mazur, E. (2001). Peer instruction: Ten years of experience and results. American Journal of Physics, 69(9), 970-977.

DeBellis, V. A. y Goldin, G. A. (1997). The affective domain in mathematical problema solving. En S. Benson et al. (Eds.), Proceedings of the Twenty-First International Conference for the Psychology of Mathematics Education (Vol. 2, pp. 209-216). University of Helsinki, Department of Teacher Education.

Deslauriers, L., Schelew, E. y Wieman, C. (2011). Improved learning in a large-enrollment physics class. Science, 332(6031), 862-864.

Files, D. D. (2016). Instructional approach and mathematics achievement: An investigation of traditional, online, and flipped classrooms in college algebra [Tesis doctoral, Florida Institute of Technology]. DSpace.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H. y Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences, 111(23), 8410-8415.

García de Oliveira Fassbinder, A., Moreira, D., Cruz, G. y Barbosa, E. F. (2014). Tools for flipped classroom model: An experiment in teacher education. En 2014 IEEE Frontiers in Education Conference (FIE) Proceeding.

Giannakos, M, N., Krogstie, J. y Aalberg, T. (2016). Video-based learning ecosystem to support active learning: Application to an introductory computer science course. Smart Learning Environments, 3(11).

Gray, L., Thomas, N. y Lewis, L. (2010). Teachers' use of educational technology in US public schools: 2009. First look. National Center for Education Statistics.

Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six thousand student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74.

Hannula, M. S. (2002). Attitude towards mathematics: Emotions, expectations and values. Educational Studies in Mathematics, 49(1), 25-46.

Herring, M. C. (2004). Development of constructivist-based distance learning environments: A knowledge base for K-12 teachers. Quarterly Review of Distance Education, 5(4), 231-242.

Huereca, K. (2015). High school mathematics teachers' connective knowledge of the challenges and possibilities in implementing the flipped learning model: An embedded mixed-methods study (Publicación No 3715436) [Tesis doctoral, Universidad de Texas at El Paso]. ProQuest Dissertations and Theses Global.

Hunter, B. (2015). Teaching for engagement: Part 1: Constructivist principles, casebased teaching, and active learning. College Quarterly, 18(2), 1-16.

Jovanovic, J. y King, S. S. (1998). Boys and girls in the performance-based science classroom: Who’s doing the performing? American Educational Research Journal, 35(3), 477-496.

Kinderman, K. A. (2015). The flipped classroom: An alternative to teaching models in an elementary classroom (Publicación No 1767791906) [Tesis de maestría, The University of the Arts]. ProQuest Dissertations and Theses Global.

Lai, C. L. y Hwang, G. J. (2016). A self-regulated flipped classroom approach to improving students’ learning performance in a mathematics course. Computers and Education, 100, 126-140.

Lasry, N., Dugdale, M. y Charles, E. (2014). Just in time to flip your classroom. Physics Teacher, 52(1), 34-37.

Mason, G. S., Shuman, T. R. y Cook, K. E. (2013). Comparing the effectiveness of an inverted classroom to a traditional classroom in an upper-division engineering course. IEEE Transactions on Education, 56(4), 430-435.

Mau, D. (2016). A case study of middle schools teachers' perceptions of the use of classroom websites [Tesis doctoral, Walden University]. Walden Dissertations and Doctoral Studies.

McLeod, D. B. (1992). Research on affect in mathematics education: A reconceptualization. En D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). Macmillan.

Morgan, H. (2014). Focus on technology: Flip your classroom to increase academic achievement. Childhood Education, 90(3), 239-241.

Muthulakshmi, P. y Veliappan, A. (2015). Effectiveness of an interactive multimedia learning package in developing attitude towards mathematics. Journal on School Educational Technology, 11(3), 40-46.

Ni, M., Lam-for, K., Zhen, L., Xie, Y., Long, H., Zheng, X. y Li, W. (2015). A study of an e-schoolbag supporting flipped classroom model for junior mathematics review class. En S. K. S. Cheung, L. Kwok, H. Yang, J. Fong y R. Kwan (Eds.), Hybrid learning: Innovation in educational practices (pp. 243-254). Springer-Verlag.

Núñez Paz, J. A. (2018a). Section 8.2 Reciprocal function family (edpuzzle).

Núñez Paz, J. A. (2018b). Calculus - What is a one sided limit (edpuzzle).

Overbay, A., Patterson, A. S., Vasu, E. S. y Grable, L. L (2010). Constructivism and technology use: Findings from the Impacting Leadership Project. Educational Media International, 47(2), 103-120.

Palmer, K. (2015). Massive open online courses: Evaluation and usage patterns of residential students in higher education (Publicación No 1727612911) [Tesis doctoral, Fielding Graduate University]. ProQuest Dissertations and Theses Global.

Puccetti, G. P. (2016). Blended technology rich instruction verses blended computer managed instruction in 8th grade digital literacy instruction (Publicación No 10149966) [Tesis doctoral, Northcentral University]. ProQuest Dissertations and Theses Global.

Powell, K. C. y Kalina, C. J. (2009). Cognitive and social constructivism: Developing tools for an effective classroom. Education, 130(2), 241-251.

Ramaglia, H. (2015). The flipped mathematics classroom: A mixed methods study examining achievement, active learning, and perception (Publicación No 1761168648) [Tesis doctoral, Kansas State University]. ProQuest Dissertations and Theses Global.

Serway, R. A y Faughn, J. S. (2012). Physics. Holt McDougal.

Spector, J. M. (2013). Emerging educational technologies and research directions. Educational Technology and Society, 16(2), 21-30.

Strohmyer, D. A. (2016). Student perceptions of flipped learning in a high school math classroom [Tesis doctoral, Walden University]. Walden Dissertations and Doctoral Studies.

Tapia, M. (1996, 6-8 de noviembre). The Attitudes Toward Mathematics Instrument [Presentación de documento]. Reunión anual de la Mid-South Educational Research Association, Tuscaloosa, AL, Estados Unidos.

Zakariya, Y. F. (2017). Development of Attitudes towards Mathematics Scale (ATMS) using Nigerian data - Factor analysis as a determinant of attitude subcategories. International Journal of Progressive Education, 13(2), 74-84.

Cómo citar
Núñez Paz, J. A. (2020). Aula invertida con uso de recursos tecnológicos: sus efectos sobre el aprendizaje y la actitud hacia las matemáticas en una muestra de estudiantes de honduras. RIEE | Revista Internacional De Estudios En Educación, 20(1), 42-56.