Abstract:

The field of resources, especially digital, has developed the most in the last decade - and so is naturally an area that provides space for innovative approaches to teaching and learning. The COVID-19 pandemic has contributed to an even greater use of digital resources and online training courses. The digital resources and technologies offer several options for solving current didactic problems generated by the decline or variability of mathematical knowledge and skills among students starting their studies at technical universities. The paper will focus on answering the questions that arise these days in didactic of university mathematics: What teaching resources (cognitive, material, digital, social) are used in current teaching practice and what resources appear to be suitable for innovative approaches to teaching and learning engineering mathematics? Innovative teaching and learning resources (especially digital resources) create a new, so-called a digital learning space to which access to teaching and learning must be adapted not only by the teacher but also by the student. This pandemic period is also demanding in terms of development of the student's personal competencies: the emphasis is on self-education, on self-discipline in the study. In order to prevent the failure of beginning students, the authors present possible ways in which teachers can help beginning students to develop their own learning trajectories, their personal study paths in engineering mathematics. They propose a teaching and learning procedure on an e-learning platform (Cisco Webex, Moodle) for a selected mathematical subject as well as a procedure for checking and verifying mastery of a given topic.

Keywords:

Digital resources, mathematics, engineering education, learning trajectories, e-learning platform.