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The article describes the concept of the "Inverted Classroom" in mathematics teaching, in which digital tools are used to make face-to-face time more effective. By using videos as teaching materials, face-to-face time can be made more active and communicative. The video-based format offers flexibility and the possibility to look up and review content. It is recommended to use about half of the lecture time for interactive face-to-face events, focusing on student questions. The combination of remote and face-to-face elements allows students to learn flexibly and comfortably reach their learning goals from their chosen location. The technical implementation of the Inverted Classroom concept is explained, including the use of lecture videos, accompanying materials, and online question tools. Various possibilities for using digital tools in teaching are presented, such as the use of OBS Studio for editing different sources and the use of open-source software for communication between students and teachers. The importance of continuous student participation and the increased effort for teachers in preparing digital teaching materials are emphasized. [Extracted from the article]