Abstract:

The study of mathematics courses for students of the first year of the degrees in the Engineering School of Bilbao has a dual effort because, besides the change that moving from high school to university involves, students have to face the use of mathematical language that normally student does not dominate. Through this language we will define new mathematical concepts or we will use previously acquired concepts. To facilitate the understanding of these concepts, this research group considers that active processes of teaching and learning take great relevance.

We have used the PBL (Problem Based Learning) methodology, where for its design we have chosen the subject of Calculus, subject common to the first course of the Bachelor Degrees in Industrial Technology Engineering, Industrial Organization Engineering and Environmental Engineering, and Calculus II, course of the first year of the Degree in Telecommunications Engineering. Considering existing teaching methods in these subjects (lectures, practical classes, and seminars) and the specific assessment that the PBL involves, we decided that the implementation would be done in the seminars that each subject had awarded, since the teacher has complete autonomy for evaluation in these seminars. Therefore, this implementation is divided into: the first semester of 2014-2015 academic year for Bachelor Degrees in Industrial Technology Engineering, Industrial Organization Engineering and Environmental Engineering, and in the second semester of the year for the Degree in Telecommunications Engineering.

The decision to implement active methodologies in seminars reduces the range of lessons that can be chosen. Of those which are taught in seminars, the Riemann Integral and its Applications has been chosen. This article looks at both implementation and obtained results and also the conclusions that have been come to.

Keywords:

PBL, digital competence, ICT, information society technology, skills.