Mathematics competences assessment at lab sessions of aerospace engineering freshmen
Authors: 
Francisco Mínguez, Santiago Moll-López, José Antonio Moraño, M. Dolores Roselló, Luis Manuel Sánchez RuizAuthors Info & Claims
Pages 441 - 445
Abstract
At the Design Engineering Higher Technical School (Valencia, Spain) we started introducing Lab sessions as a part of the Mathematics curriculum almost 20 years ago. Nowadays they are an integral part of the general assessment of the subject and hardly may we disassociate them given the actual constrains in time that we are facing with the arrival of the new student centered university structure. On the other hand we have widely implemented the use of an educational platform with several tools in Lab classes and their exams and, additionally, this year we have developed a new approach to the realization of Lab sessions turning all of them from a traditional system to another one based on a flipped classroom methodology. This new approach aims to facilitate an increasing interest from engineering students by motivating them to work the subject of Mathematics in their first university course. Within this approach each session is divided into three parts: preparation, solving doubts and assessment of the competences assigned to that session.
In this paper we will present the methodology developed, difficulties, results and a questionnaire we aim to ask our Aerospace Engineering students in order to get their perception of the course.
References
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Sánchez-Ruiz, L. M., Moraño, J. A. 2010. Mathematics for Engineering from a platform based in the project Sakai. In Conference Proceedings International Conference on Engineering Education ICEE (Silesian University of Technology, Gliwice (Poland) 18-22 July, Paper 1084_1241).
[2]
Sánchez-Ruiz, L. M., Moraño, J. A. and Roselló, M. D. 2012. Fitting mathematics to EHEA in Aerospace Engineering at ETSID in Valencia (Spain). In Proceedings of International Conference on Engineering Education (ICEE) (Turku, Finland, Paper 221).
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Tecahing guide of Mathematics I in Design Engineering Higher Technical School of Technical University of Valencia http://www.upv.es/pls/oalu/sic_asi.ficha_Asig?P_ASI=11871&P_IDIOMA=c&P_VISTA=&P_CACA=2013
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Bergmann, J., Overmyer, J. and Wilie, B. 2013. The Flipped Class: What it is and What it is Not. The Daily Riff (July 2013). http://www.thedailyriff.com/articles/the-flipped-classconversation-689.php
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Hughes, H. 2012. Introduction to flipping the college classroom. In Proceedings of world conference on educational multimedia, hypermedia and telecommunications. (April Chesapeake, pp. 2434--2438).
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Toto, R. and Nguyen, H. 2009. Flipping the work design in an industrial engineering course. 39th ASEE/IEEE Frontiers in Education Conference. (October 2009), Session T4F.
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Demetry, C. 2010. Work in progress - An innovation merging Classroom Flip and Team-Based Learning. 40th ASEE/IEEE Frontiers in Education Conference. (October 2010). Session T1E.
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Moraño, J. A. and Sánchez-Ruiz, L. M. 2012. Cálculo y álgebra con Mathematica 8. Ed. Universitat Politècnica de València.
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Beck, L., Chizhik, A. 2013. Cooperative learning instructional methods for CS1: Design, implementation, and evaluation. ACM Transactions on Computing Education (TOCE) - Special Issue on Alternatives to Lecture in the Computer Science Classroom 13, 3 (Aug. 2013, Article No. 10). DOI = 10.1145/2492686
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- Mathematics competences assessment at lab sessions of aerospace engineering freshmen
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Published: 01 October 2014
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