Abstract:

Student selection and admission processes into Higher Education are numerous and distinct, both in global and even national terms, nevertheless there is a common phenomenon in almost all courses – the different "academic histories" of their students, and there are cases where these training differences have a significant impact in their future academic life. This impact is huge when dealing with “constructive” subjects as Mathematic or foreign languages, even leading to higher failure and dropout rates. This paper will describe a strategic and adaptative plan whose main objective was to level up students’ Maths literacy and skills in a first year basic and general Mathematics Course in an Accounting and Management degree at the Polytechnic of Porto. A detailed description of the target audience is presented, going through student’s background analysis by means of secondary area characterisation and diagnostic assessment quantification. All project methodologic steps are sequentially described in detail, going through its pedagogical and scientific adaptive design, subject structure, boards’ submission and approval, development and maintenance and result presentation. Finally, an analysis of its actual and experienced pros and cons is presented, as well as a reflection on its transferability to other subjects and a brief description of several sustainability issues.

Keywords:

Adaptive Learning, Active Learning, Teaching Methods, Educational Experiences, Mathematics Curricula, Higher Education, Student Engagement, (Un)Success.