Potencialidades e desafios da aprendizagem invertida na educação matemática

Abstract

Flipped Learning - also known as the Flipped Classroom - proposes the inversion of the traditional teaching environment, with content being studied outside the classroom and active learning activities taking place during in-person sessions. Through this approach, tasks such as reading texts and watching video lessons are carried out in out-of-class moments, while problem-solving, debates, and group work occur during synchronous meetings. The main objective of this research was to investigate the effectiveness of Flipped Learning in Mathematics education as a means of promoting active learning, student engagement, and a deeper understanding of mathematical concepts among upper elementary students. The study was grounded in theories of active methodologies and meaningful learning, emphasizing the role of innovative pedagogical practices in the current educational context. The research followed a qualitative approach. Methodological procedures included classroom observation, field notes, and semi-structured interviews with Mathematics teachers from a municipal school in southern Minas Gerais, Brazil. A teaching sequence based on the methodology was developed and implemented, and the qualitative data collected were analyzed using Bardin’s content analysis framework. The results indicated that, although teachers perceive Flipped Learning as a positive approach to making lessons more dynamic and fostering student autonomy, its implementation faced significant barriers such as the lack of technological resources, social inequality, and limited family support. These challenges led to an adapted use of the methodology, often employed as a reinforcement tool rather than a preparatory one. As part of the research outcomes, an educational product was proposed in the form of a teaching sequence, offering theoretical and practical contributions aimed at supporting teachers’ continuing education and improving instructional practices in Mathematics.