Title: Implementation of an Efficient Strategy to Analyze the Mathematical Training Required in Undergraduate Degrees in Engineering and Architecture
Stream: Curriculum Design & Development
Presentation Type: Virtual Presentation
Esmeralda Mainar, University of Zaragoza, Spain
Pilar Brufau, University of Zaragoza, Spain
Almudena Fernández, University of Zaragoza, Spain
Carmen Galé, University of Zaragoza, Spain
Sergio Serrano, University of Zaragoza, Spain
Engineering and Architecture studies aim to develop professionals capable of facing and solving complex multidisciplinary problems. This requires abilities that cannot be acquired without a comprehensive training model, addressing real-world problems to provide technical solutions. Furthermore, it is necessary to ensure the acquisition of skills to generalize and think abstractly about reality. For this purpose, fundamental disciplines training, such as mathematics, play a relevant role in technical undergraduate studies and their corresponding contents and temporal order traineeship should be properly analyzed when designing their curricula.
This work describes an active and collaborative methodology used to analyze the mathematical concepts and tools that should be introduced in the undergraduate degrees in the School of Engineering and Architecture at the University of Zaragoza. The methodology applied is based on the activation of communication mechanisms between the teaching staff of mathematical subjects and those of higher courses, in which the students acquire the specific skills of each degree. Moreover, it has motivated interesting discussions between mathematics teaching staff and students.
As a result, a great deal of information has been gathered about the mathematical knowledge required and its optimal scheduling in all degree programs. Also, some deficiencies, that should be addressed in the initial training, have been identified. Finally, a strategy has been planned for contextualizing the mathematical training in different disciplines to help students to understand the relevance of mathematics formation and motivate them in their study.
This work is a part of the Innovation Project PIEC-186 of the University of Zaragoza.
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