Digital Resources in Support of Students with Mathematical Modelling in a Challenge-Based Environment.
Uloženo v:
| Název: | Digital Resources in Support of Students with Mathematical Modelling in a Challenge-Based Environment. |
|---|---|
| Autoři: | Salinas-Hernández, Ulises, Kock, Zeger-jan, Pepin, Birgit, Gabbana, Alessandro, Toschi, Federico, Lazendic-Galloway, Jasmina |
| Zdroj: | Education Sciences; Sep2025, Vol. 15 Issue 9, p1123, 22p |
| Témata: | MATHEMATICAL models, ENGINEERING students, CONTEXTUAL learning, ACTIVE learning, EVALUATION methodology, ELECTRONIC information resources, INTERDISCIPLINARY research, SELF-regulated learning |
| Abstrakt: | In this paper, we report how digital resources support engineering students in the early stages of mathematical modelling within a Challenge-Based Education (CBE) course. The study was conducted in a second-year engineering course involving mathematics, physics, and ethics. Through a case study of two student teams, we analyze how a digital curriculum resource—specifically, a dashboard designed for feedback and progress monitoring—helped students identify, define, and begin modelling a real-world problem related to crowd flow on train platforms. Using the instrumental approach, we examined the dual processes of instrumentation (integration of resources) and instrumentalization (adaptation and repurposing of tools). Results show that the Dashboard played a central role in fostering self-regulated learning, interdisciplinary collaboration, and the iterative refinement of guiding questions. Students used data analysis, simulations, and modelling techniques to build and validate mathematical representations in answer to the guiding questions. Our findings contribute to ongoing discussions on how mathematics education in engineering can be enhanced through activity-based learning and targeted use of digital tools. We argue that digital feedback systems like dashboards can bridge the gap between abstract mathematical content and its meaningful application in engineering contexts, thus fostering engagement, autonomy, and authentic learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Education Sciences is the property of MDPI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Databáze: | Complementary Index |
Full Text Finder 
Nájsť tento článok vo Web of Science Buďte první, kdo okomentuje tento záznam!