ABSTRACT This paper analyzes the impact of a Course Transformation process based on a Flipped Classroom strategy on Chilean Engineering students’ attitudes toward university-level mathematics. The Attitudes Toward Mathematics Inventory (ATMI) questionnaire was applied as both pre- and post-test to 76 students in three mathematic courses (Calculus I, Calculus II and Elements of Algebra for Computing) at Universidad Católica de Temuco's Faculty of Engineering which adopted a flipped classroom method. The results showed a significant positive change in the perceived value of mathematics in the four ATMI categories (P < 0.05) with different effect sizes after the implementation of the flipped classroom and active learning strategies. The results suggest that the implementation of transformed courses using a Flipped Classroom method has a positive effect on students’ attitudes toward Mathematics, especially in those who come from families with lower economical income.

中文翻译：

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课堂教学经历的翻转及其对工科学生对大学数学的态度的影响

摘要本文分析了基于“翻转课堂”策略的课程转换过程对智利工程专业学生对大学水平数学态度的影响。在特克科大学工程学院的三门数学课程（微积分I，微积分II和代数计算要素）的76门学生中，对数学态度调查问卷（ATMI）进行了前测和后测。翻转课堂方法。结果显示，在实施翻转课堂和主动学习策略后，在四个ATMI类别中，数学的感知价值发生了显着的正变化（P <0.05），且影响大小不同。