Abstract:

In Portugal, like most other countries, mathematical problem solving is considered as a challenge for the majority of students (Morgan, 1990; Heong, 2005; Tambychik & Meerah, 2010). They have shown many difficulties in basic knowledge and demonstrated a lack of interest for the exact science. Despite the many efforts that have been made over the last decades, Mathematics continue to be seen as a collection of rules to apply according to the situation, useless to solve real practical problems. The use of new technologies can be a great help in overcoming these difficulties.

Internet access and computer are currently our greatest allies in carrying out day-to-day tasks, and their increasing use has undoubtedly had consequences in the educational field. This evolution has led to the emergence of online, interactive, accessible, flexible and student centered learning environments (Khan, 2001). In the context of Higher Education (HE), there has been an increase in e-Learning, and e-Learning as a complement to traditional teaching (b-Learning) (Machado, Gomes, 2011). E-learning technologies have the ability to overcome spatial and temporal differences and offer to learners the control of their personal learning objectives. Then, these practices can have an important role in the minimization of the negative attitudes towards Mathematics.

“b-Mat@plicada” is a b-Learning course for students in business and engineering sciences of the School of Technology and Management – Polytechnic of Porto (ESTG P.Porto), composed by many explaining videos about methods of integration, differential equations and matrix calculus. This is a complement of the face-to-face lectures and the objective is to use the benefits of the e-Learning to improve learning performance of HE students. This work presents a description of “b-Mat@plicada” and the results of a Student Satisfaction Survey about the course. In a general way, the feedback is positive: 90% of the students considered the course as useful. The opinions also shown that some technical aspects related to the explaining videos need to be improved and considered for futures e-Learning contents.

References:
[1] A. T. Morgan (1990). A study of the difficulties experienced with mathematics by engineering students in higher education. International Journal of Mathematical Education in Science and Technology, Volume 21, Issue 6, Pages 975-988.
[2] T. L. Heong (2005). Problem Solving Abilities and Strategies in Solving Multistep Mathematical Problems among Form 2 Students. Kertas Projek Sarjana. Universiti Malaya.
[3] T. Tambychik, T. S. M. Meerah (2010). Students’ Difficulties in Mathematics Problem-Solving: What do they Say?, Procedia - Social and Behavioral Sciences, Volume 8, Pages 142-151.
[4] B. Khan – Discussão em torno das dimensões do E-Learning. (http://www.intervir.net/intervir_old/n1/khan/k1.htm) (2001).
[5] Claúdia Machado, Maria João Gomes – Adoção de práticas de e/b-learning no ensino superior: um estudo de caso, 25-35. In Revista Iberoamericana de Informática Educativa (2011).

Keywords:

b-learning, e-learning, Mathematics Education, Higher Education (HE).