Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

Hossein Hossein-Mohand, Juan-Manuel Trujillo-Torres, Melchor Gómez-García, Hassan Hossein-Mohand and Antonio Campos-Soto
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Hossein Hossein-Mohand: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
Juan-Manuel Trujillo-Torres: Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain
Melchor Gómez-García: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
Hassan Hossein-Mohand: Department of Pedagogy, Faculty of Teacher Training and Education, Universidad Autónoma de Madrid (UAM), 28049 Madrid, Spain
Antonio Campos-Soto: Department of Didactics and School Organization, Faculty of Educational Sciences, Universidad de Granada (UGR), 18071 Granada, Spain

Sustainability, 2021, vol. 13, issue 5, 1-18

Abstract: In the didactics of mathematics, many technological resources can be used with teaching strategies, techniques, models, and methodologies that facilitate the teaching–learning process. Pedagogical models such as Flipped Learning and active methodologies such as Project-Based Learning and Gamification have a relevant role in education. Objectives. (1) To identify the variables of teaching practices, ratios, and mathematics teacher training indicators that could influence the choice of different study models or methodologies. Method. A total of 73 teachers from the Autonomous City of Melilla were included in a cross-sectional study. Teachers filled out a validated questionnaire with 35 questions regarding mathematics and teacher training, information and communication technology (ICT) uses, resources and mastery, communication, and collaboration. Results. The statistical analyses revealed significant positive influences between the Flipped Learning model, Project-Based Learning, and Gamification with the evaluated items. Furthermore, Project-Based Learning showed a negative association with two items of the teaching practice indicator. Conclusion. The exchange of information and content through online spaces, participation, and collaboration in center projects related to digital technologies and educational software to teach mathematics had a significant impact on the choice of Flipped Learning model and active methodologies.

Keywords: educational technologies; digital competence; active methodologies; Flipped Learning model; Project-Based Learning; Gamification (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2021
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