Abstract:

As we have highlighted in previous research, the relevance of audiovisual resources in education continues to increase. We have confirmed that its implementation significantly enhances the motivation and autonomous learning capacity of students. In this work, we aim to go a step further by exploring new advanced strategies for integrating the use of such resources in the teaching-learning process of university mathematics subjects, with the goal of overcoming obstacles such as demotivation and the academic deficiencies of new university students. With this new approach, we seek to not only create and share audiovisual material for various mathematics subjects across some degrees, but also to encourage student participation in its production.

Moreover, in recent years, possibly as a sequel to the pandemic, we have observed a decrease in the mathematical knowledge level of new students. To address this problem, mathematics reinforcement courses or "zero courses" have been offered at the beginning of the academic year in our institution by several faculties, in order to strengthen the essential mathematical knowledge needed for success in university mathematics courses. However, the effectiveness of these courses has been limited, as they are conducted parallel to regular subjects and are typically followed only by those students who are more committed and diligent in their learning, not necessarily those who need it the most. To overcome these challenges, we propose the creation of accessible audiovisual material for these new students, including a selection of high-quality content available on the web. This approach will allow students to reinforce their mathematical understanding whenever they deem it necessary.

Keywords:

Mathematics, self-learning, audiovisual resource, education.