About this paper

Appears in:
Pages: 4158-4164
Publication year: 2010
ISBN: 978-84-613-9386-2
ISSN: 2340-1117

Conference name: 2nd International Conference on Education and New Learning Technologies
Dates: 5-7 July, 2010
Location: Barcelona, Spain

IMPLEMENTATION, STEP BY STEP, OF INNOVATION TEACHING PROJECTS IN A CALCULUS SUBJECT

D. Álvarez, M. Carretero, P. González

University Carlos III of Madrid. Gregorio Millán Institute (SPAIN)
In order to give an incentive to innovation and improvement of teaching practice, the University Carlos III of Madrid, since 2002, has activated the “Innovation Teaching Program's support”. This program has been shown as an excellent experimental frame in which teams of lecturers have innovated on several issues: methodology, assessment systems, new skills , e-learning, etc. It has been a big challenge for some lecturers with responsibility in basic-core subjects such as Mathematics, because they have had to jump the inertia associated to classical methodologies.
We present the results achieved through three consecutive Innovation Teaching Projects that have been applied to a second course of Calculus in undergraduates studies on Computer Science Engineering. The starting point was the analysis of students academic results on previous years, showing: unmotivated students, absenteeism, low level academic grade, etc. These projects have deeply modified important parts of mathematical teaching, such as: methodology, assessment system and coordination between lecturers of Calculus courses. The methodology has been mainly changed using new technologies: videoprojectors, computer laboratories, digital presentations, professional mathematical software (Matlab), etc. The assessment system has evolved since only one final exam to a continuum assessment of students. The coordination has changed the classical role of "one lecturerone course" to a team of lecturers that are involved in a Calculus course split on several groups of students during academic years. Some new kind of skills were integrated, for example, ability to work in groups and improvement of oral and writing skills.
As a main conclusion, we will show that the three innovation teaching projects have improved the problematic issues mentioned when we have described the starting point. Also, some important parts of the projects have been directly incorporated during the design of Calculus subjects in the study program Bachelor in Informatics Engineering adapted to European Higher Education Area (EHEA).
@InProceedings{ALVAREZ2010IMP,
author = {{\'{A}}lvarez, D. and Carretero, M. and Gonz{\'{a}}lez, P.},
title = {IMPLEMENTATION, STEP BY STEP, OF INNOVATION TEACHING PROJECTS IN A CALCULUS SUBJECT},
series = {2nd International Conference on Education and New Learning Technologies},
booktitle = {EDULEARN10 Proceedings},
isbn = {978-84-613-9386-2},
issn = {2340-1117},
publisher = {IATED},
location = {Barcelona, Spain},
month = {5-7 July, 2010},
year = {2010},
pages = {4158-4164}}
TY - CONF
AU - D. Álvarez AU - M. Carretero AU - P. González
TI - IMPLEMENTATION, STEP BY STEP, OF INNOVATION TEACHING PROJECTS IN A CALCULUS SUBJECT
SN - 978-84-613-9386-2/2340-1117
PY - 2010
Y1 - 5-7 July, 2010
CI - Barcelona, Spain
JO - 2nd International Conference on Education and New Learning Technologies
JA - EDULEARN10 Proceedings
SP - 4158
EP - 4164
ER -
D. Álvarez, M. Carretero, P. González (2010) IMPLEMENTATION, STEP BY STEP, OF INNOVATION TEACHING PROJECTS IN A CALCULUS SUBJECT, EDULEARN10 Proceedings, pp. 4158-4164.
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