Abstract:

The role of proper motivation in mathematics education cannot be overstated. By fostering a growth mindset, enhancing problem-solving skills, boosting confidence, and promoting deeper understanding, motivation serves as a catalyst for academic achievement and lifelong learning in mathematics. Educators must recognize the importance of motivation and strive to create an environment that inspires and empowers students to excel in mathematics. Recently, there has been an alarming decline in the mathematics performance of pupils and students across all levels of the educational system. This trend presents a significant challenge, particularly in technically oriented fields of study. At technical universities, mathematics often emerges as a major obstacle to the successful completion of bachelor's degree programs. Conversely, mathematics stands as a cornerstone subject in all technical disciplines, and without a solid foundation in mathematics, one's journey to becoming an expert in any technical domain becomes arduous.

Given this context, it becomes imperative to explore effective motivation strategies that can inspire students to recognize the importance of mathematics for their future careers, especially in the digital age. Among the traditional methods of motivation is the introduction of applied problems related to specific fields of study. This approach aims to demonstrate to students how mathematical methods are instrumental in solving practical problems. However, beyond this, fostering motivation to learn mathematics can serve as a potent tool in addressing broader challenges facing humanity, particularly those related to environmental sustainability.

In this regard, the concept of Problem-Based Learning (PBL) has been adapted as an activating method to enhance student engagement in solving larger, real-world problems either individually or in teams. The newly developed "MiniPBL" approach caters specifically to first-year bachelor's students, presenting them with small-scale problems that can be tackled using basic mathematical concepts and techniques taught in their curriculum. These problems often revolve around critical environmental issues such as waste accumulation, water pollution, deforestation, and energy crises.

The MiniPBL method involves distributing prepared sheets to students, comprising a brief contextual introduction, a detailed problem description, several tasks to solve, a learning and solving guide, expected outcomes, and forms of assessment. Concurrently, teachers receive a corresponding sheet outlining the detailed solution, estimated time required for solving, competencies to be developed, potential use of ICT tools, expected outcomes, and teaching guidance. Several examples of miniPBL sheets with environmental problems related to concept of differential equations and methods for their solutions will be presented at the conference. This method has been piloted in the Mathematics I course at the STU in Bratislava and evaluated within the Erasmus+ project Pythagoras, which focuses on enhancing mathematics teaching and making it more inclusive, efficient, enjoyable, and relevant by linking mathematics with real-life cases pertinent to students' fields of study. Analysis of results and student feedback from these initiatives will be presented at conference and in the paper, highlighting the efficacy of the MiniPBL approach in promoting mathematical understanding and engagement among students.

Keywords:

Motivation, mathematics, active learning, miniPBL.