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Development of Covariational Reasoning in Engineering Students: An Experience with Flipped Classroom

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Date of Conference

July 18-22, 2022

Published In

"Education, Research and Leadership in Post-pandemic Engineering: Resilient, Inclusive and Sustainable Actions"

Location of Conference

Boca Raton


Ecos Espino, Alejandro Manuel

Leon Calvo, Nilton Cesar

Huamán Núñez, Joffré

Ilasaca Cahuata, Edwar

Manrique Chávez, Zoraida Rocio

Esquivel Ynjante, Oscar Raúl

Rumaja Alvitez, Alejandro

Latorre Vilca, Marco Antonio


The study aimed to evaluate the incidence of Flipped Classroom in the development of covariational reasoning in engineering students. The study was conducted with 69 Environmental Engineering students from a Peruvian university’s Calculus I course. The results show that the use of the Flipped Classroom methodology allowed a significant improvement in the level of development of students' covariational reasoning. The visualization of the videos, the revision of the class guides and the contribution of new ideas or explanations or the formulation of questions, either to clarify some doubt or to expand some topic was what favored the management of the variation. The evaluation of the experience by the students was positive as it generated motivation and confidence to develop activities improving the communication process

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