Contributions to the learning in Linear Algebra: an experience with the MathE platform
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abstract
The current pandemic context has highlighted the importance of looking for technological alternatives
that contribute for students to achieve greater autonomy in their learning. In particular, in the field of
mathematics in higher education, it is urgent to find technological instruments that mediate learning,
such as interactive content or online platforms.
The MathE platform (https://mathe.pixel-online.org), still under development, aims to be a tool to
facilitate the acquisition of mathematical skills in the field of higher education. Its main resources are
the Self Need Assessment, Final Assessment, Material Didactic and Video Collection and are freely
available for students and teachers. It was precisely the resource “Self Need Assessment”, that served
as the basis for a study with 84 students who attended the course unit of Linear Algebra and Analytical
Geometry, as part of the 1st year of a Bachelor in engineering or technology in portuguese higher
education. They solved some tasks of self-assessment on Vector Spaces and Linear Transformations,
and finally answered a questionnaire in which they expressed their opinion of the platform.
We intend to present the MathE platform and, based on the perceptions/opinions of students and
teachers involved in the experiments carried out, analyse its potential for the promoting the teaching of
linear algebra.
The current pandemic context has highlighted the importance of looking for technological alternatives that contribute to students having more autonomy in their learning. As the teaching of mathematics in higher education must also accompany this reality, we believe that the use of the MathE platform can be an asset in the teaching and learning process of this area, both in the classroom or online environment and self-study.
The MathE platform (https://mathe.pixel-online.org) emerged as the product of a project, funded by the European Commission through the Portuguese National Agency for the Erasmus + Programme, whose main objective is to help students in higher education to improve your math skills and knowledge. In this sense, with the support of a community of teachers from various European institutions, it intends to make a set of resources free of charge for the academic communities, such as, videos/documents on specific topics or on solving tasks, sets of questions of multiple choice, for self-assessment by students or for teachers to take assessment tests.
Currently the platform encompasses 15 domains of mathematics, some of which with subtopics. For example, the topic Linear Algebra involves, among others, the subtopics Vector Spaces and Linear Transformations. It was precisely the resource “Self Need Assessment”, available in these subthemes, that served as the basis for a study in which it was intended to listen to the students' opinion about the potential of this platform functionality for their learning.
In summary, 84 students who attended the course unit of Linear Algebra and Analytical Geometry, as part of the 1st year of a bachelor in engineering or technology in Portuguese higher education, solved some tasks of self-assessment on Vector Spaces and Linear Transformations. They also answered a questionnaire in which they expressed their opinion on the platform, with emphasis on the self-assessment component.
Thus, we intend to present the MathE platform and, based on the perceptions/opinions of students and teachers involved in the experiments carried out, analyse its potential for the promoting the teaching of linear algebra.
The joint reflection between teachers from different areas, and with different backgrounds, on the
strategies to be implemented in some course units, with the aim of building a scenario that fosters
learning and, in parallel, allows the development of transversal skills, led to the idealization of a
teaching proposal in which, in addition to valuing learning in a real work context, it was intended to
promote the exchange of knowledge acquired by the students from different course units.
The proposal in question involved the course units of Mechanical Technology I and Manufacturing
Processes I, of the 2nd year of the Bachelor in Mechanical Engineering and in Technology and
Industrial Management, respectively, and the course unit of Safety and Environment of the 1th year of
the Higher Professional Technical Course in Mechanical Technology and Vehicles.
Summing up, in addition to two study visits to companies in the field of metallomechanics, there was
an exchange of knowledge between students. In this context, undergraduate students were given the
role of conducting communication sessions that would clarify some of the mechanical processes
observed in companies. Similarly, to the students of the Higher Professional Technical Course were
tasked with sharing about the hazards and risks inherent in the real work context in the visited
companies and the respective awareness of the means of protection to be used.
The analysis and evaluation of the experience carried out was based on the observations of the
teachers of the classes, in the productions developed by the students, in the intermediate
questionnaires that were carried out after the visits, more directed to the expectations and learning
carried out and, in a final questionnaire, in which students were asked for their opinion on various
aspects related to the developed experience. In this sense, in addition to describing the project carried
out, it is intended to focus on some of the opinions/perceptions of teachers and students involved
about the contribution of the experience to the promotion of learning.
The joint reflection between teachers from different areas, and with different backgrounds, on the strategies to be implemented in some course units (UCs), with the aim of building a scenario that fosters learning and, in parallel, allows the development of transversal skills, led to the idealization of a teaching proposal in which, in addition to valuing learning in a real work context, it was intended to promote the exchange of knowledge acquired by the students from different course units.
The proposal in question involved the UCs of Mechanical Technology I and Manufacturing Processes I, of the 2nd year of the bachelor in Mechanical Engineering and in Technology and Industrial Management, respectively, and the course unit of Safety and Environment of the 1th year of the Higher Professional Technical Course (CTeSP) in Mechanical Technology and Vehicles.
The UCs for Mechanical Technology I and Manufacturing Processes I, are taught together, being the fundamental contents foundry manufacturing processes and plastic metal forming processes. The Safety and Environment UC covers the contents: legislation, prevention management, assessment and control of occupational risks, hygiene and safety at work and environmental management.
Summing up, in addition to two study visits to companies in the field of metallomechanics, there was an exchange of knowledge between students. In this context, undergraduate students were given the role of conducting communication sessions that would clarify some of the mechanical processes observed in companies. Similarly, CTeSP students were tasked with sharing about the hazards and risks inherent in the real work context in the visited companies and the respective awareness of the means of protection to be used.
The analysis and evaluation of the experience carried out was based on the observations of the teachers of the classes, as participating observers, in the productions developed by the students, in the intermediate questionnaires that were carried out after the visits, more directed to the expectations and learning carried out and, in a final questionnaire, in which students were asked for their opinion on various aspects related to the developed experience. In this sense, in addition to describing the project carried out, it is intended to focus on some of the opinions/perceptions of teachers and students involved about the contribution of the experience to the promotion of learning.
