<rdf:RDF xmlns:rdf="http://www.openarchives.org/OAI/2.0/rdf/" xmlns:ow="http://www.ontoweb.org/ontology/1#" xmlns:dc="http://purl.org/dc/elements/1.1/" xmlns:ds="http://dspace.org/ds/elements/1.1/" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance" xmlns:doc="http://www.lyncode.com/xoai" xsi:schemaLocation="http://www.openarchives.org/OAI/2.0/rdf/ http://www.openarchives.org/OAI/2.0/rdf.xsd">
   <ow:Publication rdf:about="oai:digibug.ugr.es:10481/59103">
      <dc:title>Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education</dc:title>
      <dc:creator>López Belmonte, Jesús</dc:creator>
      <dc:creator>Fuentes Cabrera, Arturo</dc:creator>
      <dc:creator>López Núñez, Juan Antonio</dc:creator>
      <dc:creator>Pozo Sánchez, Santiago</dc:creator>
      <dc:subject>Educational innovations</dc:subject>
      <dc:subject>Digital learning</dc:subject>
      <dc:subject>Mixed learning</dc:subject>
      <dc:subject>Methodological contrast</dc:subject>
      <dc:subject>Learning impact</dc:subject>
      <dc:subject>Didactic benefits</dc:subject>
      <dc:subject>Secondary Education</dc:subject>
      <dc:description>Educational technology is achieving great potential in the formative processes of today’s&#xd;
society. Flipped learning is considered as a pedagogical innovation derived from the technological&#xd;
influence in learning spaces. The general objective of the research is to analyze the e ectiveness&#xd;
of flipped learning on a traditional teaching and learning approach in the subject of Mathematics.&#xd;
To achieve this objective, an experimental design of a descriptive and correlational type has been&#xd;
followed through a quantitative research method. Two study groups have been set up. In the control&#xd;
group, the contents have been imparted from a traditional perspective, and in the experimental group,&#xd;
innovation has been applied through the use of flipped learning. The sample of participants has&#xd;
been chosen by means of intentional sampling and reached the figure of 60 students in the 4th year&#xd;
of Secondary Education at an educational center in Ceuta (Spain). A questionnaire has been used&#xd;
for data collection. The results reflect that the application of flipped learning has obtained better&#xd;
assessment in established attitudinal and mathematical indicators. It is concluded that with the use&#xd;
of flipped learning, motivation and skills are increased in the analysis and representation of graphs.</dc:description>
      <dc:date>2020-01-24T09:03:54Z</dc:date>
      <dc:date>2020-01-24T09:03:54Z</dc:date>
      <dc:date>2019-12-12</dc:date>
      <dc:type>info:eu-repo/semantics/article</dc:type>
      <dc:identifier>López Belmonte, J., Fuentes Cabrera, A., López Núñez, J. A., &amp; Pozo Sánchez, S. (2019). Formative Transcendence of Flipped Learning in Mathematics Students of Secondary Education. Mathematics, 7(12), 1226.</dc:identifier>
      <dc:identifier>http://hdl.handle.net/10481/59103</dc:identifier>
      <dc:identifier>10.3390/math7121226</dc:identifier>
      <dc:language>eng</dc:language>
      <dc:rights>http://creativecommons.org/licenses/by/3.0/es/</dc:rights>
      <dc:rights>info:eu-repo/semantics/openAccess</dc:rights>
      <dc:rights>Atribución 3.0 España</dc:rights>
      <dc:publisher>MDPI</dc:publisher>
   </ow:Publication>
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