Abstract:

Promoting students' enthusiasm and commitment to their own learning process is a current and recurrent theme in teaching research these days. In an attempt to promote presence and interaction in the classroom, the team of teachers from the General Mathematics Curricular Units of several degrees in a HEI (High Education Institution) developed a small bank of questions/tasks in the institutional Moodle platform to be used sequentially and with different levels of difficulty.

The question types are various, including True/False, Embedded answers (Cloze) questions, and Multiple Choice. The vast majority of the questions allow for partial correctness, instead of exiting only a correct answer.  This is in line with enabling students to solve the presented questions “step by step“, fulfilling partial answers as they proceed with the respective resolution. 

This venture was designed in several steps that will be described in this paper, going from the “task objectives” definition to the final “task review” process. This multi-leveled question/task bank development will be the ground for several small class tasks, assuring equity in the tasks to be performed.

Keywords:

Learning activities, Student engagement, Technology-supported Learning, Constructive and interactive learning, Mobile Learning, Mathematics, LMS.