Level of student satisfaction on flipped classroom employment in postgraduate degrees in administration

Abstract

The objective of the research was to assess the training of the mathematical communication capacity in the students of the postgraduate courses in administration through the flipped classroom. The study methodology was a quantitative investigation with a descriptive scope with a quasi-experimental design. The instrument used was a questionnaire based on a Likert-type scale. The main results were that the flipped classroom methodology favors the development of mathematical communication because it uses learning activities that promote reasoning, argumentation, the use of representations, the design of a solution strategy and the interpretation of results in an integrated way through collaborative work and the use of digital resources. The conclusions of the study were the utility and relevance of the flipped classroom methodology as a strategy that develops mathematical communication in the students of the postgraduate courses in administration through their active participation in a collaborative work environment with the guidance of the teacher as facilitator, which fosters the integration of what has been learned in job performance.