Engineering studies involve the regular use of mathematical notation. In a classic physical classroom scenario, the teacher can write formulae on a blackboard and explain them, providing a verbal expression for a given formula or symbol as well as examples of its use. In a similar way, students can verbally express their doubts about mathematical expressions and use mathematical notation to communicate with the teacher. However, a virtual learning environment does not easily allow for this kind of communication. This issue may cause problems within the virtual classroom, as teachers and students have to be able to express their explanations and doubts in a scientific way. Furthermore, a virtual classroom might not provide with suitable tools for this kind of communication. Therefore, the core problem in this scenario is the difficulty for students and teachers in communicating with each other by using mathematical notation. Such is the case at Universitat Oberta de Catalunya, where engineering degrees are all taken via distance-based classrooms. The aim of this paper is to explain the different methods used by students and teachers for writing mathematical expressions within the virtual campus at Universitat Oberta de Catalunya, when a formulae editor is not available. The pros and cons related to each one of the methods is also addressed and it will be shown that the use of some methods depend on how the subject is prepared.
