THE LEARNING OF CALCULUS TOPICS BY ENGINEERING STUDENTS THROUGH THE PROJECT WORK

In some engineering schools, the quality of the undergraduated degrees is guided by teaching and learning processes based on the CDIO model and directed towards the EUR-ACE certification. From the various CDIO norms, the experiences of designing projects in different courses provide the accomplishment of activities in group from the first year of those degrees. In order to evaluate the contribution of PBL tasks in the learning of mathematical contents, a teaching experience was implemented in two undergraduate degrees in engineering based on a multidisciplinary project. In one of the degrees, the project involved the construction of a physical model based on the pendulum concept and in the other degree the physical model was the piston of the motor of an automobile. With the accomplishment of these activities we try to evaluate the contribution of tasks PBL type in the learning of mathematical contents in undergraduate degrees in engineering. In an attempt to understand the meaning that students give to the achievement of the PBL task, we adopt a qualitative and interpretative approach. The data were collected through reports written by the students, their public presentations and an interview. In the analysis of the data, the phases of the elaboration of the task, the questions involved, the objectives to be achieved with its accomplishment, the results obtained by the students and their perceptions about the realization of the PBL are presented. The results indicate that the students recognize the usefulness of the realization of projects in their future academic and professional formation. It is concluded that there is a better management of the PBL tasks when integrated in more than one course.