Implementación de aula invertida como propuesta pedagógica para la enseñanza de números complejos en los estudiantes del tercer año de bachillerato general

Abstract

This paper aims to implement the flipped classroom as a pedagogical approach for teaching complex numbers to third-year high school students. It addresses the use of the flipped classroom method as an effective strategy for teaching and understanding complex numbers. The student-centered approach encourages students to research and gain knowledge independently before sharing it in class, which promotes in-depth and autonomous learning of the topics. Through this research, the study seeks to improve learning, especially in the subject of complex numbers, in order to analyze results through the application of innovative methodologies such as the flipped classroom. The purpose of the research is to address these difficulties and optimize the instruction and learning of complex numbers. The pedagogical approach involves students becoming familiar with the concepts through videos or readings before class, and using the classroom environment to work on problems with teacher support. This methodology has shown positive effects on motivation and active learning, preparing students for subsequent academic challenges. Keywords: flipped classroom, complex numbers, pedagogical proposal.