Process for implementing the flipped classroom methodology with collaboration elements

Abstract

This article discusses the results of a research whose objective was to investigate the application and evaluation of a Process, aimed to implement Flipped Classroom methodology. This process also aims to support Computer-Supported Collaborative Learning (CSCL) for Mathematics Teaching. For this purpose, the authors, Munhoz (2015) and Bergmann and Sams (2016) regarding the theme of Inverted Classroom, were taken as theoretical bases, as well as associated to the collaboration theme the authors Fuks et al. (2002) and Ellis et al. (1991). The process was implemented in a class of the 9th grade of elementary school and the methodology of case study was used to investigate and analyze the behavior and the reactions of the students. As results, it was possible to highlight that the Process can enhance the methodology use, allowing students to create spaces to reflect upon the studied mathematical contents, towards a more autonomous learning. Moreover, the process can motivate students to perform previous studies in order to enrich the faceto-face meetings.

Keywords

• sala de aula invertida
• colaboração
• aprendizagem colaborativa apoiada por computador (cscl)
• tics.