Implementation of Flipped Classroom in a propaedeutic course of mathematical skill in high school

A descriptive study with quantitative scope was carried out where the objective was to verify the effectiveness of the Flipped Classroom method as a techno pedagogical strategy to improve the performance in mathematical ability in students aspiring to enter high school. The design of this research was quasi experimental in which 101 students participated in two groups (comparison and intervention). A test was applied to both groups on Mathematical Skill before and after the Flipped Classroom intervention. The course was made for two weeks with a total duration of 24 hours and 75 minutes. After examining the results using descriptive and parametric analyzes, it was found that there were no significant differences.