Classroom as a digital tool in the learning of mathematics in tenth year of Higher Basic Education

Abstract

Digital transformation has promoted the use of technological resources in education, including Google Classroom, which presents a cooperative method that differs from traditional approaches. This research analysed the effect of the platform on the mathematics learning of tenth-grade students in upper secondary education at the José de Anchieta Educational Unit, who showed low performance and demotivation in the initial diagnosis. An educational intervention was therefore implemented using the Flipped Classroom methodology and interactive digital resources. The study took a quantitative approach through a quasi-experimental design that included diagnostic tests (pre-test and post-test), surveys, and interviews. The results showed improvements in student learning and greater engagement with the subject, despite obstacles such as teacher resistance to methodological change and limitations in access to devices. In conclusion, the combination of Google Classroom and Flipped Classroom is presented as an effective strategy for strengthening the teaching-learning process in mathematics, subject to formative and inclusive adaptation at all levels.