O uso da Sala de aula invertida no ensino superior: preenchendo lacunas em conteúdos de matemática elementar.

Abstract

The objective of this study was to investigate how the main characteristics attributed to the Flipped classroom methodology, such as teaching personalization, student autonomy, teacher / student and student / student interaction and improvement in learning, were identified by the participants of a short course offered by the Mathematics Support Group project. Theoretical basis was sought in Horn and Staker (2015), Bacich, Tanzi Neto and Trevisani (2015), Bacich and Moran (2018), Bergmann (2018), Bergmann and Sams (2018), Moran (2012, 2013, 2015), Valente (2014, 2015), Mattar (2017) and Talbert (2019). Twenty-eight undergraduate students from the Federal University of Pelotas and seven ones from the Federal Institute of Rio Grande do Sul, Campus Pelotas, were subjects of this research. The research was carried out in a short course offered by the project, in which this methodology was adopted for the first time. The data collection instruments were questionnaires, observations and interviews. All of them were analyzed qualitatively using the technique of content analysis. The research results showed that students, in general, approved of the methodology and indicated greater personalization of teaching, autonomy, interaction and greater learning.