Enhancing Mathematics Education in Engineering Schools: Didactic Strategies for Effective Development (#411)

Authors

Coronado Farroñán, Williams

Pérez Najera, Celín

Sime Marques, Alcibíades

López Cuadra, Yelka Martina

Tuesta Torres, Edgar Roland

Salazar Fernández, Jessica Karina

Castro Ijiri, Gabriela Lizeth

Abstract

The research successfully implemented the "Mathematical Transformation Strategy for Engineering" with the objective of improving mathematical training in these students. By integrating constructivist approaches and problem-based learning, especially focused on the analysis of engineering cases, the deep understanding of concepts and the improved ability to apply knowledge in professional contexts were enhanced. In turn, the results reflected a noticeable increase in students' mathematical modeling, motivation and critical thinking skills. Evidently, the key to success lay in empowering the student as an active protagonist of the learning process, coherently establishing the connection between theory and experimental problems, for which the interdisciplinary approach, supported by specialized teachers, was of utmost importance, amplifying the achievements, contributing to the formation of highly trained professionals. An applied and mixed approach was adopted, integrating theoretical and empirical methods to obtain a deep understanding of mathematics education in engineering schools, for which theoretical methods such as historical-logical, analytical-synthetic, inductive-deductive, holistic-dialectical and systemic-structural-functional were used. Meanwhile, the empirical method of content analysis was carried out. Undoubtedly, the holistic approach provided a solid basis for addressing the complexity of engineering mathematics education, allowing a deep understanding supported both theoretically and empirically.