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Abstract(s)
When preparing a mathematics’ course unit of an engineering degree, the teacher usually builds a training structure which only supports contents, learning outcomes and assessment. But this is not enough to provide guidance and reflection to the teacher about the learning activities to be implemented nor the learning itself. The pedagogical resource presented in this paper is the expansion of the training structure to all educational elements needed for the implementation of the student-centered approach, which contains the teaching and learning activities set for each learning objective, the active learning techniques to be applied, the didactic resources needed, the types of assessment to be used and the duration of each learning objective to be achieved, in addition to the contents, learning outcomes and assessment established for the course unit. This detailed planning allows to structure the whole teaching-learning process of the course unit, considering the available timeframe, the application environment, the students’ competences to be exercised and the teacher’s pedagogical skills. An example of the application of the expansion of the pedagogical alignment is given within the context of a mathematics’ course unit of a degree in Technology and Industrial Management, linking the syllabus, the learning objectives, the teaching-learning activities for each topic, the didactic resources structured on an IT platform and the method of evaluation. It is clear in this example that the application of the expansion of the pedagogical alignment fostered the increase of the success rate and the reduction of the dropout rate of the mathematics’ course unit.
Description
Keywords
Mathematics education Student-centered approach Pedagogical alignment Engineering pedagogy education
Citation
Justino, J., Rafael, S.(2025). The importance of the expansion of the pedagogical alignment in mathematics education. Futureproofing Engineering Education for Global Responsibility. ICL 2024. Lecture Notes in Networks and Systems, Vol. 1261, Springer, pp. 410-415.
Publisher
Springer