Different scenarios for the teaching of mathematics with the support of virtual platforms: Flipped classroom

Abstract

This text shows the initial findings of an investigation that sought to implement an alternative model for the teaching of mathematics at a public university in Norte de Santander, Colombia, using virtual platforms to support teaching. The research paradigm focuses on the mixed method to identify the positive elements and aspects to improve of this didactic proposal. Among the findings, it is highlighted that one of the difficulties in implementing this tool refers to the limitations of space in the material attached to the platform, which meant proposing only the links of the material created. Implications for teacher training and suggestions for future implementations are discussed.