Interactive digital documents to promote active learning of undergraduate mathematics

Sandra Gaspar Martins 1 * , Vitor Duarte Teodoro 2
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1 Instituto Superior de Engenharia de Lisboa, Instituto Politécnico de Lisboa, Lisboa, Portugal
2 Faculdade de Ciências e Tecnologia, Universidade Nova de Lisboa, Almada, Portugal
* Corresponding Author
EUROPEAN J SCI MATH ED, Volume 2, Issue 2A, pp. 44-53. https://doi.org/10.30935/scimath/9625
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ABSTRACT

The Interactive Digital Documents (IDDs) are a set of materials designed to support the teaching/learning of Mathematical Analysis/Calculus for Engineering students. They are interactive and promote active participation of students in the teaching/learning by making students choose the options that make sense through ComboBoxes and CheckBoxes, and answer questions through TextFields. They are customizable and are the single document that the students need for the course either in the classroom or in study moments: it contents the slides, the support book, the notebook, the exercises list, etc. The DDIs promote student-centred, collaborative and active learning in which the student evolves at his own pace. They are complemented with the use of software and Moodle quizzes. The approach to concepts: emphasizes mathematics applications; is made starting from the real/concrete approach to the abstract viewpoint; to introduce a concept the focus goes only to that concept, it is not mixed with others; explores multiple representations of concepts, not only the analytical but also the numerical, graphical and verbal ones. The exercises are presented having in mind the proximal development zone of students. The DDIs were tested during a semester in an experimental class to which students bring their own laptop everyday. Their evaluation by the students was strongly positive.

CITATION

Martins, S. G., & Teodoro, V. D. (2014). Interactive digital documents to promote active learning of undergraduate mathematics. European Journal of Science and Mathematics Education, 2(2A), 44-53. https://doi.org/10.30935/scimath/9625

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