EXPLORIA, a New Way to Teach Maths at University Level as Part of Everything

Pantaleón D. Romero, Nicolas Montes, Sara Barquero, Paula Aloy, Teresa Ferrer, Marusela Granell and Manuel Millán
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Pantaleón D. Romero: Department of Mathematics, Physics and Technological Sciences, University CEU Cardenal Herrera, C/San Bartolome 55, CP 46115 Alfara del Patriarca (Valencia), Spain
Nicolas Montes: Department of Mathematics, Physics and Technological Sciences, University CEU Cardenal Herrera, C/San Bartolome 55, CP 46115 Alfara del Patriarca (Valencia), Spain
Sara Barquero: Department of Design and Architecture, University CEU Cardenal Herrera, C/San Bartolome 55, CP 46115 Alfara del Patriarca (Valencia), Spain
Paula Aloy: Department of Design and Architecture, University CEU Cardenal Herrera, C/San Bartolome 55, CP 46115 Alfara del Patriarca (Valencia), Spain
Teresa Ferrer: Department of Design and Architecture, University CEU Cardenal Herrera, C/San Bartolome 55, CP 46115 Alfara del Patriarca (Valencia), Spain
Marusela Granell: Department of Design and Architecture, University CEU Cardenal Herrera, C/San Bartolome 55, CP 46115 Alfara del Patriarca (Valencia), Spain
Manuel Millán: Department of Audiovisual Communication and Advertising, University CEU Cardenal Herrera, C/Luis Vives 1, CP 46115 Alfara del Patriarca (Valencia), Spain

Mathematics, 2021, vol. 9, issue 10, 1-19

Abstract: The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.

Keywords: EXPLORIA; STEAM; active methodologies; university level; afective domain (search for similar items in EconPapers)
JEL-codes: C (search for similar items in EconPapers)
Date: 2021
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