Apoyo audiovisual en un modelo de aula invertida en las prácticas de Matemáticas en Grados de Ingeniería

Vera Egorova; Joaquín Bedía Jiménez; Ana Casanueva Vicente; Valvanuz Fernández Quiruelas; María Dolores Frías Domínguez; Rodrigo García Manzanas; Sara Pérez Carabaza; Carmen Sordo García

doi:10.31637/epsir-2025-2121

Authors

Vera Egorova University of Cantabria https://orcid.org/0000-0002-3024-3033
Joaquín Bedía Jiménez University of Cantabria https://orcid.org/0000-0001-6219-4312
Ana Casanueva Vicente University of Cantabria https://orcid.org/0000-0002-7568-0229
Valvanuz Fernández Quiruelas University of Cantabria https://orcid.org/0000-0003-2050-6087
María Dolores Frías Domínguez University of Cantabria https://orcid.org/0000-0001-5148-1156
Rodrigo García Manzanas University of Cantabria https://orcid.org/0000-0002-0001-3448
Sara Pérez Carabaza University of Cantabria https://orcid.org/0000-0002-0707-207X
Carmen Sordo García University of Cantabria

DOI:

https://doi.org/10.31637/epsir-2025-2121

Keywords:

audiovisual resources, computer lab practices, educational videos, engineering students, flipped classroom, self-directed learning, mathematical software, mathematics teaching

Abstract

Introducción: El estudio se enfoca en la incorporación de recursos audiovisuales y la estrategia del aula invertida en prácticas de ordenador. Estas técnicas son efectivas para enriquecer el proceso de enseñanza-aprendizaje, proporcionando a los estudiantes un enfoque más interactivo Metodología: Se presenta la metodología implementada durante el curso 2023-24 por el grupo de innovación docente "InMaths" en la Universidad de Cantabria. La metodología incluyó la producción de videos, su integración en clases prácticas de ordenador y el análisis del impacto de los mismos en el aprendizaje del uso de software en matemáticas. Resultados: Los resultados de 300 encuestas realizadas en todas las materias del estudio indican que la implementación del aula invertida con soporte audiovisual mejora la motivación y la participación del alumnado en su aprendizaje. Los alumnos valoran positivamente los videos y creen que esta estrategia les prepara mejor para las actividades de prácticas. Discusión: Los resultados son coherentes con investigaciones anteriores que indican que la estrategia del aula invertida puede mejorar la preparación y participación del alumnado aunque en la experiencia de evaluación realizada con grupos de control y experimental solo se ha observado una mejora en la calificación en algunas asignaturas y grupos de estudiantes. Conclusiones: La metodología utilizada está muy bien percibida por el alumnado y puede mejorar sus habilidades para resolver problemas académicos a través del uso de herramientas de software.

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Author Biographies

Vera Egorova, University of Cantabria

Vera Egorova is PhD in Mathematics from the Polytechnic University of Valencia, Spain. Since 2018, she has been a lecturer at the University of Cantabria, where she teaches Calculus and Numerical Methods to Engineering students. She is a member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths), through which she has contributed to teaching innovation projects.

Joaquín Bedía Jiménez, University of Cantabria

Joaquin Bedia Jimenez is an interdisciplinary climate scientist and lecturer at the University of Cantabria since 2015. He holds a PhD in Science, Technology and Computation. His teaching portfolio includes Calculus at the undergraduate level and Machine Learning and Data Mining at the Master’s level. As a member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths), he has contributed to several educational innovation projects.

Ana Casanueva Vicente, University of Cantabria

Ana Casanueva holds a degree in Physics from the University of Salamanca and a PhD in Mathematics and Computation from the University of Cantabria (Spain). She is a climate scientist in the Santander Meteorology Group and a lecturer since 2019 at the University of Cantabria. Most of the courses she teaches are Algebra and Calculus in Engineering Degrees and Statistics in a Data Science Master course. She is a member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths). Within inMaths, she has participated in several innovation projects aiming to foster interaction in the classroom, incorporating new tools such as videos, educational games and flipped classroom strategies.

Valvanuz Fernández Quiruelas, University of Cantabria

Valvanuz is a lecturer with four years of experience teaching Algebra and Calculus to first-year engineering students. She has completed extensive coursework in pedagogy and teaching methods. Member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths).

María Dolores Frías Domínguez, University of Cantabria

María Dolores holds a degree in Physics and a diploma in Statistics from the University of Salamanca (Spain). She started teaching at the university in 2007 and currently holds a position as a tenured university professor, focusing most of her teaching on Statistics in various Engineering programs. She is a member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths), with which she has participated in several teaching experiences that involve designing and integrating interactive educational resources, such as videos, tutorials, and educational games, to enhance motivation and learning in mathematics.

Rodrigo García Manzanas, University of Cantabria

Rodrigo holds a 5-year degree in Physics, a master’s degree in Mathematics and Computing, and a PhD in Science, Technology and Computation; the two latter by the University of Cantabria (Spain), where he occupies a position as tenured lecturer. Most of his teaching activity focuses on the field of Algebra, particularly in the context of different engineering degrees. He is a member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths) and has participated in several publications related to a number of different teaching innovation projects.

Sara Pérez Carabaza, University of Cantabria

Sara Pérez is PhD in Physics from the University Complutense of Madrid, Spain. Since 2021, she has been a Lecturer at the University of Cantabria, where she teaches Statistics and Algebra to Engineering students. She is a member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths).

Carmen Sordo García, University of Cantabria

Carmen Sordo García, with a background in Statistics, Mathematics, and a PhD in Applied Mathematics, is a tenured university professor and has been teaching in different subjects in the field of Applied Mathematics for 17 years. She is a member of the Innovative Teaching Group for Learning Mathematics in Engineering (InMaths), with whom she has participated in different educational innovation projects related to improving learning in mathematics.

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