Resumo

FUNEME-MATEUS, Cristian Camilo. The Flipped Classroom and the Construction of Knowledge in Mathematics. The Case of Derivative Applications. Rev. Fac. Cienc. Tecnol. [online]. 2019, n.45, pp.159-174. ISSN 0121-3814.

This research paper describes and analyzes the implementation of the "flipped classroom" in two first-semester differential calculus classes at a university, approaching the mathematical concept of derivatives from their application in rate-of-change, speed, maximums and minimums problems. The analysis is made based on class recordings and on the students' interactions in social networks; the positive and negative aspects found are described, as well as their relationship with the academic success achieved by the students. This revealed the need for further development of the fundamentals of this methodology as regards the students' process of learning about derivatives.

Palavras-chave : flipped classroom; derivative learning; higher education learning; use of ICT in learning.

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