The Use of Mathematics Education Project in The Learning of Mathematical Subjects at University Level

The educational context requires a renewal of paradigms. Profound changes in the roles and functions of teachers and students are particularly vital. More active, cooperative and participative methodologies of learning must be privileged, breaking with magisterial education and the mere ‘transmission’ of knowledge. Informatics tools can become a major element in the educational context, promoting significant and self-regulated learning for the student, always under the adequate orientation of the teacher. In this context, the Mathematics Education Project (PmatE) was created in the University of Aveiro, with the main objective of identifying and counteracting the causes of school failure in mathematics in an innovative approach. However, the PmatE platform has not yet been subjected to the kind of systematic evaluation, especially in higher education, that would allow us to understand in what conditions the goals can be achieved. Thus, the question underlying this explanatory research is: “What impact does the platform of assisted education developed by PmatE have in the process of learning math subjects at university level?” A previous analysis (still ongoing) of the data collected through several techniques – inquiry, documental analysis and participant observation – suggests there are interesting and innovative alternatives to the dominant pedagogies in higher education (where teaching assumes almost exclusively a magisterial form), with significant advantages for the construction of knowledge and for the development of the students’ capabilities. 

The educational context requires a renewal of paradigms. Profound changes in the roles and functions of teachers and students are particularly vital. More active, cooperative and participative methodologies of learning must be privileged, breaking with magisterial education and the mere ‘transmission’ of knowledge. Informatics tools can become a major element in the educational context, promoting significant and self-regulated learning for the student, always under the adequate orientation of the teacher. In this context, the Mathematics Education Project (PmatE) was created in the University of Aveiro, with the main objective of identifying and counteracting the causes of school failure in mathematics in an innovative approach. However, the PmatE platform has not yet been subjected to the kind of systematic evaluation, especially in higher education, that would allow us to understand in what conditions the goals can be achieved. Thus, the question underlying this explanatory research is: “What impact does the platform of assisted education developed by PmatE have in the process of learning math subjects at university level?” A previous analysis (still ongoing) of the data collected through several techniques – inquiry, documental analysis and participant observation – suggests there are interesting and innovative alternatives to the dominant pedagogies in higher education (where teaching assumes almost exclusively a magisterial form), with significant advantages for the construction of knowledge and for the development of the students’ capabilities.