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Participants were Mathematics higher-education students. The project unfolded in three stages: theoretical assessment of Virtual Learning Environments, exploration of teaching Calculus and Blended Learning, and proposal development using the Flipped Classroom model. Findings indicate positive reception and interest in this new instructional practice.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/flipped-classrooms-and-moodle-digital-technologies-to-support-teaching-and-learning-mathematics/588139/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/flipped-classrooms-and-moodle-digital-technologies-to-support-teaching-and-learning-mathematics/588139.png","ImageObject",300,407,{"name":92,"@type":93},"Aditya","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-07","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the research paper?","Question",{"text":112,"@type":113},"To present research results on innovative actions using Virtual Environments to improve the teaching and learning of Mathematics in Higher Education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the project structured across its stages?",{"text":117,"@type":113},"It was carried out in three stages: theoretical assessment of Virtual Learning Environments (including Calculus and Blended Learning), presentation of the proposal to participants, and development of a Mathematics teaching proposal using the Flipped Classroom model.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is the Flipped Classroom model described as more than just inverting content presentation?",{"text":121,"@type":113},"Because it requires planning and a change of attitude by both teachers and students, not only swapping how content and activities are presented.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588139,1792166406,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},962085564549,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","FLIPPED CLASSROOMS AND MOODLE: DIGITAL TECHNOLOGIES TO SUPPORT TEACHING AND LEARNING MATHEMATICS  \nCelina A. A. P. ABAR, Ubirajara Carnevale de MORAES  \nAbstract: This paper presents the results of research about innovative actions that use Virtual Environments to improve the teaching and learning of Mathematics in Higher Education and the participants were higher education students of Mathematics. The project was carried out in three stages. During the first stage, we assessed theoretical assumptions about the use of Virtual Learning Environments, as well as teaching of Calculus and Blended Learning. During the second stage, we describe how the project was proposed to participants. The third stage presents a proposal for the teaching of Mathematics involving the Flipped Classroom model.  \nKeywords: Mathematics; Blended Learning; Flipped Classrooms; Moodle Virtual Environment.  \n1. Introduction  \nThe relevance of this research is due to the innovative models used in Virtual Learning Environments (VLE) within Higher Education Institutions that have explored this resource over the last few years and are constantly innovating. Some of these actions are inherent to new teaching proposals such as Blended Learning.  \nThe project was developed over three stages. During the first stage, theoretical contributions about the use of the internet and of Virtual Learning Environments were explored, as well as the teaching of Calculus and Blended Learning. During the second stage, innovative proposals for teaching Mathematics in classrooms and in Virtual Environments were researched; and a team was created for the development of the project. The team carried out its actions according to the chosen methodology and proposed mathematical content. During the third stage, proposals for teaching Mathematics in classrooms and in Virtual Environments were developed through Flipped Classroom model.  \nThe Flipped Classroom model is not limited to the simple inversion of the form of presenting the content and activities. This approach requires planning and a change of attitude by both teachers and students.  \nThe proposal was well received by the participants, who took an interest in the “flipped classroom”model and revealed a positive attitude towards this new practice.  \n2. Theoretical Framework-Virtual Learning Environments  \nAccording to Santos and Okada, Virtual Learning Environments are a set of technical and mainly human elements and their relationship bundles in cyberspace (the internet); they have a specific identity and context created with the clear intent of teaching (Santos & Okada, 2003) .  \nThe best advantage of the Moodle VLE that was used in this research – beyond its technical characteristics – is the possibility of modeling activities according to target audiences and the characteristics of the course that is going to be taught. Moreover, it functions as a content manager, making materials and tasks available in a dynamic, attractive and innovative way. In this research, the Moodle Virtual Environment was used with new methods that will be presented below.  \n3. Teaching Differential and Integral Calculus  \nIntegral and Differential Calculus is considered one of the most difficult subjects in certain higher education courses according to Tall (1992) . This is due to the inherent difficulty of the Calculus concept, and to the fact that some students do not understand how it can be applied and have never confronted these concepts before.  \nSome of the difficulties that students face while learning Calculus are, according to Tall (1992); negative learning experiences in the past, poor ability in algebraic manipulation or lack of it, difficulties in understanding specific concepts, selecting and using appropriate representations, translating real-world problems into calculus formulations, absorbing complex new ideas in a limited time and students’ beliefs and learning styles.  \nAccording to Irias, Vieira, Miranda & Silva (2017) , after an","cbCaitALcFJHhlp0","https://ap.wps.com/l/cbCaitALcFJHhlp0","pdf",494364,"English","# 1. Introduction\n# 2. Theoretical Framework - Virtual Learning Environments\n# 3. Teaching Differential and Integral Calculus\n# 4. Blended Learning","[{\"question\":\"What is the main purpose of the research paper?\",\"answer\":\"To present research results on innovative actions using Virtual Environments to improve the teaching and learning of Mathematics in Higher Education.\"},{\"question\":\"How was the project structured across its stages?\",\"answer\":\"It was carried out in three stages: theoretical assessment of Virtual Learning Environments (including Calculus and Blended Learning), presentation of the proposal to participants, and development of a Mathematics teaching proposal using the Flipped Classroom model.\"},{\"question\":\"Why is the Flipped Classroom model described as more than just inverting content presentation?\",\"answer\":\"Because it requires planning and a change of attitude by both teachers and students, not only swapping how content and activities are presented.\"}]","FLIPPED CLASSROOMS AND MOODLE: DIGITAL TECHNOLOGIES TO SUPPORT TEACHING AND LEARNING MATHEMATICS | PDF",1792064607]