1 University of Aveiro / Research Centre on Didactics and Technology in the Education of Trainers (CIDTFF) (PORTUGAL)
2 CIDMA, Center for Research and Development in Mathematics and Applications, University of Aveiro (PORTUGAL)
3 Polytechnic Institute of Viseu / Center for Research & Development in Mathematics and Applications (CIDMA), University of Aveiro (PORTUGAL)
4 Centre For Research in Geo-Space Science (CICGE), Porto, ISEC - Coimbra Institute of Engineering Coimbra (PORTUGAL)
About this paper:
Appears in: EDULEARN22 Proceedings
Publication year: 2022
Pages: 1302-1307
ISBN: 978-84-09-42484-9
ISSN: 2340-1117
doi: 10.21125/edulearn.2022.0340
Conference name: 14th International Conference on Education and New Learning Technologies
Dates: 4-6 July, 2022
Location: Palma, Spain
In recent times, the debate on active methodologies has been intensified with the emergence of strategies that can favor students' autonomy. The active, dynamic and constructive environment can positively influence the perception of teachers and students. One of the ways to achieve this is through the use of technologies that enhance learning. Due to the pandemic situation, the use of technologies was imperative and essential. Three higher education institutions were involved in an active learning project, involving diversified technologies and methodologies to enhance the learning of mathematics.

In the University of Aveiro, the experiment involved all the 1st-year students enrolled in the course “Complementary Mathematics II” during the second semester of the academic year 2020-21. These are students of a master’s program for pre-service teachers, preparing to become primary school teachers and mathematics and science teachers, grades 5 and 6. At the Institute of Engineering in Coimbra, the students who attended this experiment were students of Mathematical Analysis I, from the undergraduate degree in Electrical Engineering. In the Polytechnic Institute of Viseu, the students involved in this experiment were students from the Preparation Course in Mathematics (which aims to prepare candidates over 23 who wish to apply to an undergraduate degree in Business).

The methodologies used were applied during three distinct phases and according to the students’ profile, related to each course. The methodologies used were very diverse: team-based learning; flipped classroom; peer teaching; think-pair-share and exposition followed by exercise practice; problem-based learning and inquiry-based learning. The technologies were also very diversified: Desmos, Kahoot!, Quizizz, GeoGebra, Excel, OneNote, Google Docs, Zoom, Miro, Wolfram alpha, Powerpoint, calculators and videos. The use of a wide range of methodologies and technologies made it possible to teach during the lockdown imposed by the pandemic situation, and simultaneously motivated the students. In addition they provided opportunities to adapt the learning process to the diverse knowledge and learning styles of students, and increased their involvement.
Active learning, technology, distance learning, motivation.