Flipped Classroom and Meaningful Learning: A Pedagogical Proposal for Teaching Spatial Geometry in High School

Abstract

Geometry plays a fundamental role in the teaching and learning of mathematics, providing essential tools for solving real-world problems, particularly by enabling students to visualize and understand three-dimensional objects. This study presents a didactic sequence designed and implemented with secondary school students from a public school, aiming to promote the teaching and learning of solid geometry, with an emphasis on polyhedra and prisms. The instructional proposal employed the Flipped Classroom methodology, grounded in Ausubel’s Theory of Meaningful Learning, with the objective of evaluating its contributions to the teaching and learning processes of Solid Geometry in a public secondary school. Adopting a qualitative approach, the study is characterized as action research, with data collected through classroom observations, questionnaires, practical activities, and pre- and post-tests. The findings indicate that the adopted methodology fostered students’ active participation and provided evidence of meaningful learning in the study of solid geometry.