Evaluation on Collaborative and Problem-Based Learning–Some Teaching Experiences in Mathematics

Abstract

The main purpose of this article is to describe three teaching experiences developed by three teachers from a Polytechnic Higher Institute in Portugal (ISPGAYA) in the field of Mathematics. Although each of them taught a different curricular unit and in different degrees, the teachers showed similarities in the way of assessing the learning of concepts and acquisition of skills by their students through the resolutionof problemsituations using mathematical software. Excel and Matlab were used in online assessment. The methodologies adopted by the three teachers were Problem-Based Learning (PBL), Evaluation and Assessment of Student Learning, and Flipped Learning. The results revealed a greater development of students' mathematical and computational skills. It was concluded that the exploration of problem situations that involve the simultaneous development of mathematical and programming skills are more engaging for students, allowcooperativepeer work, and consequent transfer of skills among students, allowing them to obtain much more useful and interesting results for their professional context.