Abstract:

Recent years have seen a noticeable decline in student performance and engagement in university-level mathematics courses, highlighting the need for innovative digital strategies that strengthen autonomous learning and support active methodologies. Responding to this challenge, this paper presents an educational innovation initiative aimed at improving both student motivation and instructional practices. The main objectives of the project are to promote autonomous learning, enhance student engagement with mathematical content, and provide instructors with resources aligned with flipped classroom methodologies.

The initiative is built around a modular web platform that offers students interactive, step‑by‑step tools for solving mathematical problems, enriched with theoretical explanations and optional audiovisual content. A distinctive feature of the platform is its strong curricular relevance, as it is tailored to the specific learning outcomes and competences defined in the degree programs it serves. The platform evolves through a continuous stream of undergraduate thesis projects (TFGs), leveraging the advanced mathematical and computational skills of senior students to produce domain‑specific algorithms, visualizations and explanatory materials across a broad spectrum of mathematical topics, ranging from algebra, number theory, discrete mathematics, graph theory, geometry, computational topology, calculus, differential equations or numerical analysis. This contributes not only to a sustainable development model but also to the creation of student‑generated mathematical documentation.

Since its inception, the project has progressed through several development stages, from an initial Alpha version to the current functional Beta version. As of now, seven of the ten developed TFG libraries have been successfully integrated, while three remain under implementation. Because the platform has not yet been deployed for open use, current usage remains limited to internal testing by contributors; nevertheless, preliminary student feedback from a pilot survey (13 responses) reports high perceived usefulness (average ≈ 8.8/10) and positive ratings for ease of use and navigability, indicating promising levels of engagement and pedagogical value.

The project also seeks to provide a discipline‑aligned alternative to the growing reliance on large, general‑purpose AI assistants by offering academically supervised, curriculum‑specific study tools that guide students through rigorous mathematical reasoning. Thus, unlike generic AI assistants, it can provide students with properly justified answers aligned with the content of the undergraduate courses they have taken. In addition, by providing resources tailored to program‑specific needs and following a peer‑driven model similar in spirit to student‑note‑sharing platforms, the project positions itself as a discipline‑aligned alternative to general-purpose solvers. The project contributes directly to SDG-4 (Quality Education) and represents a replicable model for digital innovation in STEM education.

Keywords:

Autonomous learning, digital learning tools, flipped classroom, step‑by‑step problem solving, domain‑specific educational resources.