This research explores sex and discipline-area differences in empathy across theInterpersonal Reactivity Index developed by Davis. A descriptive cross-sectionalstudy was performed with the participation of 680 university students, divided into351 women and 329 men belonging to Physics-Mathematics, Social-Humanisticand Biological-Chemistry areas. The results show sex differences in threedimensions of the inventory with higher scores for women. No differences inrelation to the subject area of the students were observed. There is interactionbetween sex and discipline in the mathematical-physicist women who obtainedhigher scores in Personal Distress than other participants.

Esta investigación explora diferencias por sexo y área disciplinar en Empatíamedidas a través del Interpersonal Reactivity Index desarrollado por Davis. Serealiza un estudio descriptivo-transversal con la participación de 680 estudiantesuniversitarios, distribuidos en 351 mujeres y hombres, pertenecientes a las áreasde física y matemáticas, social y humanista, química y biológica. Los resultadosmuestran diferencias de sexo en tres dimensiones del inventario con puntajesmayores para las mujeres. No se observaron diferencias en relación con el áreadisciplinar del estudiantado. Existe interacción entre sexo y área disciplinar en lasmujeres físico-matemáticas, quienes obtuvieron puntajes superiores en PersonalDistress, respecto de los demás participantes.

This research explores sex and discipline-area differences in empathy across theInterpersonal Reactivity Index developed by Davis. A descriptive cross-sectionalstudy was performed with the participation of 680 university students, divided into351 women and 329 men belonging to Physics-Mathematics, Social-Humanisticand Biological-Chemistry areas. The results show sex differences in threedimensions of the inventory with higher scores for women. No differences inrelation to the subject area of the students were observed. There is interactionbetween sex and discipline in the mathematical-physicist women who obtainedhigher scores in Personal Distress than other participants.

The high failure rates in Introduction to University Mathematics (IUM) caused the investigation to develop an intervention based on the incorporation of flipped classroom and authentic assessment to reverse this situation. The objective of the present study was to evaluate the effect of the implementation of these two approaches on the performance of engineering freshmen at IMU. A quasi-experimental study was carried out with a control and intervention group, as well as pre and post-test to measure learning and student satisfaction. The results showed statistically significant differences in the overall results and for each evaluation favorable to the changed section, reflecting an 18.5% improvement in academic results. In addition, greater general satisfaction was observed in this section, which shows a general utility of the intervention to contribute in both aspects.

Las altas tasas de reprobación en Introducción a la Matemática Universitaria (IMU) han llevado a que la presente investigación desarrolle una intervención basada en Flipped Classroom y Authentic Assessment para revertir esta situación. El objetivo del estudio fue evaluar el efecto de la implementación de estos dos enfoques en el desempeño de estudiantes de ingeniería de primer año en IMU. Se realizó un estudio cuasi-experimental con grupo de control e intervención, además de pre y post-test para medir cambios en el aprendizaje y la satisfacción de los estudiantes. Los resultados mostraron diferencias estadísticamente significativas favorables a la sección intervenida, reflejando un 18,5% de mejora en los resultados académicos. Además, se observó mayor satisfacción en esta sección, apreciándose la utilidad de la intervención para aportar en ambos aspectos.

The high failure rates in Introduction to University Mathematics (IUM) caused the investigation to develop an intervention based on the incorporation of flipped classroom and authentic assessment to reverse this situation. The objective of the present study was to evaluate the effect of the implementation of these two approaches on the performance of engineering freshmen at IMU. A quasi-experimental study was carried out with a control and intervention group, as well as pre and post-test to measure learning and student satisfaction. The results showed statistically significant differences in the overall results and for each evaluation favorable to the changed section, reflecting an 18.5% improvement in academic results. In addition, greater general satisfaction was observed in this section, which shows a general utility of the intervention to contribute in both aspects.