Analysis of Industrial Engineering Students’ Perception after a Multiple Integrals-Based Activity with a Fourth-Year Student

Anuar R. Giménez, Jesús Martín-Vaquero and Manuel Rodríguez-Martín
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Anuar R. Giménez: ETSII Béjar, University of Salamanca, 37700 Béjar, Spain
Jesús Martín-Vaquero: ETSII Béjar, University of Salamanca, 37700 Béjar, Spain
Manuel Rodríguez-Martín: Department of Mechanical Engineering, University of Salamanca, 49029 Zamora, Spain

Mathematics, 2022, vol. 10, issue 10, 1-16

Abstract: In industrial engineering degrees in Spain, mathematics subjects are usually taught during the first two academic years. Consequently, it is often the case that students sometimes do not feel motivated to learn subjects such as Mathematics II (calculus). Nevertheless, this subject is fundamental for understanding other subjects in the degree study plan, as well as for the graduate’s future professional career as an engineer. To address this, a problem-based teaching methodology was carried out with the help of a fourth-year student who explained an activity to first-year students in a manner which was both friendly and approachable. In this experiment, the student went through a series of practical problems taken from different engineering subjects, which required multivariable integrals to be calculated and which he had learned in mathematics as a first-year student. In addition, a method based on pre-test and post-test assessments was applied. From this work, various benefits were observed in terms of learning, as well as an increase in the level of motivation of first-year students. There was a greater appreciation of the usefulness of calculus and computer programs to solve real-life problems, and the students generally responded positively to this type of activity.

Keywords: multivariable integrals; interdisciplinary activities; engineering and science students; problem-based teaching (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2022
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