The use of a digitally supported flipped classroom to develop mental calculation skills in fifth-grade primary students

Abstract

This study aimed to analyze the effect of a flipped classroom mediated by digital technologies on the development of mental calculation skills in fifth-grade elementary school students. A mixed-methods approach was adopted, using a pre-experimental pretest-posttest design with a single group, which allowed for a comparison of academic performance before and after the intervention. Data collection involved a diagnostic test and a final test, as well as observation instruments and a student perception questionnaire. The intervention consisted of implementing a teaching sequence based on the flipped classroom model, supported by educational videos and interactive digital platforms. The results show an improvement in academic performance, reflected in an increase in correct answers on the final assessment, as well as positive changes in student participation, motivation, and autonomy. Furthermore, a positive perception of the use of digital technologies to support learning was identified. The study concludes that the flipped classroom, mediated by digital resources, constitutes a relevant pedagogical strategy for fostering the development of mental calculation skills and promoting active learning in elementary education