LINES AND PROCEDURES FOR TEACHING MATHEMATICS FOR ENGINEERING STUDENTS
Three years ago, the European Bologna Plan, for an international, broad, practical and flexible education, was introduced in the E.T.S.I.A., Escuela Técnica Superior de Ingenieros Agrónomos, of Madrid, although it has not still overcome the results of previous plans.
This work is trying to improve the application of this Plan for the mathematics subjects of first course in that School.
In new regulations teaching of detailed contents was replaced by requirements of getting the students to acquire skills, but logically disciplines aren’t considered irrelevant, and it is demanded that the student knows and learns their applicability, and acquires or improves specific collateral skills.
New legislation orders abandonment of usual didactic action into university classroom purely concentrated on transmitting the knowledge. The docent had traditionally acted as a mediator between students and knowledge.
Therefore it has emerged a new style of entrepreneurship education. This needs to be up-to-date, based on acquiring professional and academic skills for giving greater opportunities to students of starting earlier their professional work. It needs to be broader, including some attitudes and aspects of professional career, and in such way the concept of superior education can be returned/transformed/changed to an original "Holistic Learning", as focusing on to the whole learning procedure and not on its parts.
Our students have often given up on passing our two first course subjects early, and on assisting at classes. Therefore, they need an appropriate planning of teaching and learning. In this work, authors will prove that selection of the contents of disciplines is less important than the choice of, both together, a suitable way of approaching them, and of a manner for training students for their practical use.
Authors are developing a work method to achieve better results, by making more useful or profitable the fixed timetables into or out classroom. In new kinds of assessment, teachers will reward every effort of student, to motivate and encourage our students to study usefully every discipline, enjoying it.
Therefore, students will need to use their memory, understanding, creativity… At present time authors are shifting to these ways, and later they will be able to present results, and adjust procedures.
Briefly, in Bologna Plan it is desired that teaching be not aimed at preparing for exams but at employing usefully human resources.