<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2708-0412</journal-id>
<journal-title><![CDATA[Revista científica en ciencias sociales]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. cient. cienc. soc.]]></abbrev-journal-title>
<issn>2708-0412</issn>
<publisher>
<publisher-name><![CDATA[Universidad del Pacífico]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2708-04122025000100115</article-id>
<article-id pub-id-type="doi">10.53732/rccsociales/e70114</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[El aula invertida en el aprendizaje de matemática en estudiantes universitarios: una revisión sistemática]]></article-title>
<article-title xml:lang="en"><![CDATA[The flipped classroom in university students' learning of mathematics: a systematic review]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Reyes Contreras]]></surname>
<given-names><![CDATA[Katherinne Lisset]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Solís Trujillo]]></surname>
<given-names><![CDATA[Beymar Pedro]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Contreras Litardo]]></surname>
<given-names><![CDATA[Aracely Carmen]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Chara de los Ríos]]></surname>
<given-names><![CDATA[Teresa]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad César Vallejo Facultad de Educación e Idiomas ]]></institution>
<addr-line><![CDATA[Lima ]]></addr-line>
<country>Peru</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Ministerio de Educación del Ecuador  ]]></institution>
<addr-line><![CDATA[Pueblo viejo ]]></addr-line>
<country>Ecuador</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2025</year>
</pub-date>
<volume>7</volume>
<fpage>115</fpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_arttext&amp;pid=S2708-04122025000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_abstract&amp;pid=S2708-04122025000100115&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://scielo.iics.una.py/scielo.php?script=sci_pdf&amp;pid=S2708-04122025000100115&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN El aula invertida es una metodología educativa que ha ganado relevancia en los últimos años debido a su enfoque en la inversión del método tradicional de enseñanza. En lugar de recibir instrucción directa en el aula, los estudiantes acceden a los contenidos teóricos fuera de clase y utilizan el tiempo en el aula para realizar actividades prácticas y colaborativas. El objetivo de este artículo de revisión sistemática es examinar y la evidencia existente sobre el uso del aula invertida en la enseñanza de matemáticas a estudiantes universitarios. Se usó un enfoque cualitativo de revisión literaria en bases de datos como WoS, Scielo y Scopus, donde se implementó las directrices de la declaración PRISMA para revisiones sistemáticas. Se aplicó criterios de inclusión y exclusión para la selección final de una muestra de 15 artículos para su revisión. Los estudios muestran que el aula invertida tiene beneficios claros en términos de mayor implicación personal en el aprendizaje, mejora en la comprensión de conceptos complejos, flexibilidad en el ritmo de estudio y una mayor interacción entre estudiantes y docentes. Se concluye que los estudiantes con estilo de aprendizaje asimilador presentan niveles más altos de satisfacción con esta metodología.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT The flipped classroom is an educational methodology that has gained prominence in recent years due to its focus on reversing the traditional method of teaching. Instead of receiving direct instruction in the classroom, students access theoretical content outside of class and use classroom time for hands-on, collaborative activities. The aim of this systematic review article is to examine the existing evidence on the use of the flipped classroom in teaching mathematics to undergraduate students. A qualitative literature review approach was used in databases such as WOS, Scielo and Scopus, where the guidelines of the PRISMA statement for systematic reviews were implemented, where inclusion and exclusion criteria were applied for the final selection of a sample of 15 articles for review. The studies show that the flipped classroom has clear benefits in terms of greater personal involvement in learning, improved understanding of complex concepts, flexibility in the pace of study and increased interaction between students and teachers. It is concluded that students with assimilative learning styles were found to have higher levels of satisfaction with this methodology.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[Competencia digital]]></kwd>
<kwd lng="es"><![CDATA[educación y desarrollo]]></kwd>
<kwd lng="es"><![CDATA[autonomía educativa]]></kwd>
<kwd lng="es"><![CDATA[aprendizaje]]></kwd>
<kwd lng="es"><![CDATA[tecnología educacional]]></kwd>
<kwd lng="es"><![CDATA[universidad]]></kwd>
<kwd lng="en"><![CDATA[Digital skills]]></kwd>
<kwd lng="en"><![CDATA[education and development]]></kwd>
<kwd lng="en"><![CDATA[educational autonomy]]></kwd>
<kwd lng="en"><![CDATA[learning]]></kwd>
<kwd lng="en"><![CDATA[educational technology]]></kwd>
<kwd lng="en"><![CDATA[university]]></kwd>
</kwd-group>
</article-meta>
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