Students’ perceptions of the use of the flipped classroom during the educational process of linear functions (Percepciones de los estudiantes sobre el uso del aula invertida durante el proceso educativo de las funciones lineales)

Abstract

ABSTRACT The purpose of this quantitative study is to analyse the impact of the flipped classroom during the teaching-learning process of linear functions considering data science and machine learning (linear regression). The sample is comprised of 72 students in the basic mathematics class during the 2018 school year. The results of the machine learning show that watching audiovisual content before class, doing exercises collaboratively during class using the application GeoGebra, and doing laboratory practices after class using the application GeoGebra have a positive influence on the development of mathematical skills. Data science identifies three predictive models on the use of the flipped classroom and the student profile using the decision tree technique. Finally, the flipped classroom facilitates the creation of new educational spaces via the use of technology and allows creative activities to be organized before, during and after class.