In the current context of the Covid-19 pandemic, education and teaching methodology have undergone significant changes to consolidate virtual education. In addition, in virtual education, the teaching of mathematics has the same level of priority in the processes of didactic adaptation. Particularly in the Peruvian context, this priority is due to the low performance in mathematics that Peru has shown in international evaluations. For these reasons, the present study analyzes the experiences of teaching mathematics through the inverted classroom in fifth-cycle students of a private educational institution in Callao (Lima - Peru). A sample of 35 students, 19 males (54.3%) and 16 females (45.7%) between 10 and 12 years of age, was used for this purpose. Finally, the analysis of the means and coefficients of variation allows us to conclude that, in virtual education with the inverted classroom, academic performance increased, reaching a level of homogeneity of mathematical competencies according to the expected learning.