@misc{10481/66562,
year = {2020},
month = {12},
url = {http://hdl.handle.net/10481/66562},
abstract = {Currently, the use of technology has become one of the most popular educational trends in
Higher Education. One of the most popular methods on the Higher Education stage is the Flipped
Classroom, characterised by the use of both face-to-face and virtual teaching through videos and
online material, promoting more autonomous, flexible and dynamic teaching for students. In this
work, we started to compile the main articles that used Flipped Classroom within the mathematical
area in Higher Education, with the aim of analysing their main characteristics, as well as the impact
caused on students. To do so, the method of systematic review was used, focusing on those empirical
experiences published in Web of Sciences and Scopus. The results indicated that, in most cases,
the implementation of Flipped Classroom led to an improvement in students’ knowledge and
attitudes towards mathematical content and discipline. In addition, aspects such as collaborative
work, autonomy, self-regulation towards learning or academic performance were benefited through
this method.},
organization = {Ministry of Education, Culture and Sport of the Government of Spain 	
FPU17/05952},
publisher = {Mdpi},
keywords = {Flipped Classroom},
keywords = {Flipped learning},
keywords = {Mathematics},
keywords = {Higher education},
keywords = {University},
title = {Impact of the Flipped Classroom Method in the Mathematical Area: A Systematic Review},
doi = {10.3390/math8122162},
author = {Fernández Martín, Francisco Domingo and Romero Rodríguez, José María and Gómez García, Gerardo and Ramos Navas-Parejo, Magdalena},
}