Didactic Innovation in Mathematics Using Technologies

Authors

DOI:

https://doi.org/10.34190/ecel.23.1.3110

Keywords:

Flipped Classroom, Distance Education, Higher Education, Didactic Innovation, Online Learning, Mathematics Education

Abstract

The continuous progress of society requires all the actors to be dynamic and constantly updated, both in terms of monitoring as well as in the need to adapt. Regarding education, no matter how updated we are in relation to the contents, didactic strategies, and technological resources, we are still inevitably forced to adapt to new paradigms, leading us to reformulate traditional teaching methods. In this context, the contribution of e-learning platforms emerges, where teachers and students have at their disposal new means of empowering the teaching and learning process, since these platforms can be defined as a virtual teaching support environment. Currently, our students, in general, have many difficulties in problem-solving and mathematical reasoning, which often reflects in the performance of very simple tasks, with a growing disinterest towards Mathematics. It is also possible to argue that our students' "poor preparation" is a contributing factor in their failure (many did not attend Mathematics in Secondary Education and/or have not studied for several years, as is the case of those who entered through special contingents, as the “aged 23 and over”). In order to promote a distinct, alternative and supportive pathway that may help to solve this issue, a project on the Moodle learning management system (LMS) platform has been developed with the goal of assisting students in their study and the development of their skills in a way that is directly related to the curricular units (CU) in the scientific field of Mathematics, in an online learning environment. To increase students’ engagement into their learning process in a collaborative environment, a flipped model was employed into a Financial Mathematics/Financial Calculus Course (FCC). This paper's primary goal is to examine the effects of implementing the flipped classroom paradigm on students' performance, learning, and classroom instruction. The results from employing this approach have indicated a beneficial effect on the overall academic progress of students.

Author Biography

Ana Paula Lopes, Polytechnic University of Porto

Associate Professor at Porto Accounting and Business School / Polytechnic University of Porto since 2000.  Author and co-author of several peer-reviewed publications on teaching and learning methodologies, innovations on educational technology, decision making and auditing. She has coordinated several projects related to the Use of Technology and Pedagogical Innovation in Distance Education since ’07 and received many awards over the years, namely: 3rd e-learning Excellence Awards (Award of Merit) for the case history “MatActiva Project – A Mathematical Dynamic Environment to engage Students in the Learning Process” (‘17); the Honorable Mention of the Internationalization and Mobility Best Practices Award (BPIM) regarding the Project “Math Connections2, (‘16); the Award for Pedagogical Innovation in Distance Education (‘15). She has been Member of Scientific Committee of several International Conferences, Member of the Scientific Board and Associate Editor of some Journals, serves as a regular reviewer of the program committee for several International Conferences and Journals, researcher at CEOS.PP - Centre for Organisational and Social Studies of P. Porto and at the Research Centre for the Study of Population, Economics and Society. Her main research interests are LMS supports platforms, ICT in education, e-learning, teaching/learning education paradigm, Learning Analytics, online assessment, Decision Making and Logistics. She has spent teaching periods abroad, within the framework of Erasmus+ STT (HR/FI/LT/PL/ES/CZ/TR/IE/EE/SI) and is actively developing new co-operations with partners and improving research contacts.

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Published

2024-10-23