El Aula Invertida como Estrategia Activa para Mejorar el Razonamiento Matemático en Bachillerato

This study evaluated the impact of the flipped classroom on mathematical reasoning among high school students in Ecuador using a quasi-experimental design with control (CG) and experimental groups (EG). The results showed significant improvements in the EG, with a 40% increase in formula identification (p < 0.001, d = 1.48) and a 38% improvement in logical reasoning (p < 0.001, d = 1.34), along with greater confidence in problem-solving (d = 1.65). The methodology also transformed attitudes, reducing preference for traditional teaching methods from 68% to 15% in the EG. Paired t-tests confirmed these differences were statistically significant (p < 0.001), with large effect sizes (d > 0.8), while the CG maintained stable results. The intervention, based on the principles of Bergmann and Sams (2014) and Tourón et al. (2018), proved effective despite technological limitations in the context. These findings suggest that the flipped classroom can be a viable strategy to enhance both performance and motivation in mathematics in resource-limited settings, though longitudinal studies are needed to assess its sustainability.