THE FLIPPED CLASSROOM AS A TECHNO-DIDACTIC STRATEGY FOR THE DEVELOPMENT OF MATHEMATICAL COMPETENCES IN A POSTGRADUATE COURSE IN ADMINISTRATION AT THE INSTITUTO POLITÉCNICO NACIONAL E.O. Cardoso Espinosa J.A. Cortés Ruíz M.A. Vargas Londoño Instituto Politécnico Nacional, ESCA - Santo Tomás (MEXICO)

INTRODUCTION Currently, students in the digital space provide a virtual society scenario in which they establish meeting points, friendship bonds are consolidated and communication mechanisms are narrowed, but at the same time, in an agora of learning where the past is located, what is learned and the specific data is useful, so it optimizes the search processes as well as determines that education has to transform before this new scenario (Barrios and Fajardo, 2017).

Within the framework of these learning scenarios, the development of competences as the foundation of higher education training takes on great importance, where this approach allows the individual to solve a complex situation based on solution strategies that generate skills and attitudes in the individual (Pavié, 2011).

METHODOLOGY The type of study that was used was a quantitative methodology with a transversal design with exploratory-descriptive scope. The instrument that was designed to obtain the information was a questionnaire based on a Likert scale organized. The instrument was subjected to an expert judgment to determine the validity of its content and then obtain its reliability and internal consistency by means of Cronbach's alpha coefficient, which was 0.875, which is why it was interpreted as adequate. 4. To organize the information, descriptive and inferential statistics were used to analyze the data. 5. The sample of the research was of a non-probabilistic type with the criterion of convenience, since the selected students were those who attended the first semester of the postgraduate course in administration at the Instituto Politécnico Nacional (IPN), so it was composed of 45 participants.

RESULTS OF THE SAMPLE The student's age has an average of 32.25 years with a standard deviation of 3.81 years, with 40% of those aged 30 to 34 years standing out. Regarding the work experience of the participants, an average of 9.51 years was found with a standard deviation of 6.85 years, with those who are between 5 and 9 years old working with 45%. Also, in relation to the fundamental reason for studying a postgraduate in administration, respondents said in 72% was to consolidate their work performance; while 18% was to expand their job opportunities.

CONCLUSIONS The relevant conclusion of the study was to verify the effectiveness of the flipped classroom as a techno-pedagogical strategy that allows favoring the development of mathematical competences at the graduate level, considering their previous experiences, activities outside the classroom and the management of ICT. The new pedagogical proposals are oriented to digital natives as students in the postgraduate program, committing themselves to their learning and becoming protagonists in their training, leaving aside the transmission of knowledge by the teaching staff.

¡Thanks a Lot! The authors thank the National Polytechnic Institute (IPN) for the facilities granted to carry out this study based on the authorization of the research project: SIP20181014 entitled "Assessment of intellectual capital in postgraduate studies in social and administrative sciences".