Abstract:

A new perspective in the approach to mathematic teaching in tandem with technology development has led to content integration of lineal algebra with mathematic entities. This integration results in the iteration of an elemental geometric process that originates a final structure of complex characteristics called fractals. This work describes an experience carried out in the computer lab of the University Basic Science Department with a class of chemical engineering students in the Algebra & GA subject. Students were asked to use concepts from lineal transformations to design fractal structures. Affine transformations that are part of Algebra & GA subject require a certain level of abstraction during teaching. In this line, students were invited to develop a reflexive and autonomous activity while looking into the aspects of an iterative sequence of function in the lab practice with the aim of visualizing 2D and 3D geometric structures.
The possibilities available from computational system have aided the reformulation of the teaching methods and subject syllabus including a revision of students’ competences. This leads to a multidisciplinary teaching perspective in engineering careers as students can learn mathematics supported by new technologies and simulation software to analyse different aspects of an engineering system that can be furthered over the applied technology cycle in the career. This approach also prompts academic development underpinned by innovative views which in turn encourage engineering students to approach new mathematical contents through appropriate applications. The transformation in the current teaching context may lead to the creation of virtual labs to provide meaningful learning situations and work with systems numerically and symbolically extending the knowledge of the subject area.

Keywords:

Visualization, simulation, affine transformations, conceptualization