Teaching Mathematics to Non-Mathematics Majors through Problem Solving and New Technologies

Abstract

The role of mathematics in several scientific disciplines is undisputed; work and everyday life take great advantage of its application. Nevertheless, students often tend to not particularly like it and to consider it of little interest. It is also believed that only people with a certain attitude are capable of mastering the subject. In consideration of this, we aimed to help science students develop mathematical competences by designing a course specifically oriented to applications and problem solving. We administered our course to students attending the first year of a program in biotechnology, asking them to work with technologies instilling curiosity and interest, thus achieving a better proficiency as a consequence. Two questionnaires, along with access and proficiency data, allowed us to collect information about students’ attitudes, beliefs, and activity, which we analyzed by means of descriptive statistics. The promotion of the interaction among learners made them active users of the contents, thus allowing for the adaptation of their learning paths according to their personal necessities, as well as the development of teamwork skills and flexibility. Finally, students recognized the usefulness of the problem-solving approach and the role played by software.

Developing Prospective Teachers’ Beliefs about Digital Tools and Digital Feedback

“…This result could already be shown by a metaanalysis [70], which found that "technology-assisted, internet-based, and computerassisted instruction or learning were related to positive belief appraisals" [70]. Marchisio et al [71] were also able to show that digitally assisted alternative learning methods positively affect beliefs of university students. In another study, it was found that offering "alternative experiences as learners of mathematics" ( [69], p. 28) can cause a belief change.…”

“…Indeed, previous research has already revealed individual elements that seem to have an impact on changes in prospective teachers' beliefs. For example, alternative learning methods [69,71], teaching experiments that combine prospective teachers' theoretical and practical knowledge [51,76], as well as subsequent self-reflection [51], appear to have an impact on changing prospective teachers' beliefs. However, previous research has considered the impact on beliefs for each of these elements separately.…”

A corrective approach to assessing students’ academic achievements in LMS Moodle

“…Сравнительный анализ смешанного, дистанционного, электронного и виртуального обучения на примере студентов STI College Global City, Филиппины, содержится в работе [3], а в материалах [4] авторы из Политехнического института Порту, Португалия, описали возможности LMS Moodle в качестве инструмента онлайн-оценки для ряда учебных программ по математике. В совсем недавней обзорной работе [5] коллектив из Туринского университета, Италия, представил цифровую среду обучения, адаптированную под курс математики и биостатистики для будущих биотехнологов.…”

Technology of forming the competence of plausible reasoning of mathematics students by solving open problems

“…In this context, it can be said in the discussion section of the research that the results of the research with this value will benefit the field literature. Marchisio, Remogna, Roman, and Sacchet (2022), in studies in mathematical science students and a lesson on problem solving by designing for particular applications, intended to assist learners to develop proficiency in research and as a result encouraging interaction between them, so that they become active users of the content to be adapted according to the personal requirements of learning and, at the same time, students problem-solving approach and the usefulness of the software achieves the results it is observed that the importance of the role that is high. This value, when combined with the results of the research, research problem-solving activities using technologies in application is given and up to 3 hours and by taking the time to applications of mathematics, and problem-solving skills potentiated the development of students, it is seen that results have been achieved.…”