000119847 001__ 119847
000119847 005__ 20230126102846.0
000119847 0247_ $$2doi$$a10.22492/issn.2188-1162.2022.58
000119847 0248_ $$2sideral$$a130696
000119847 037__ $$aART-2022-130696
000119847 041__ $$aeng
000119847 100__ $$0(orcid)0000-0002-1101-6230$$aMainar, Esmeralda$$uUniversidad de Zaragoza
000119847 245__ $$aImplementation of an efficient strategy to analyze the mathematical training required in undergraduate degrees in engineering and architecture
000119847 260__ $$c2022
000119847 5060_ $$aAccess copy available to the general public$$fUnrestricted
000119847 5203_ $$aEngineering and Architecture studies aim to develop professionals capable of facing and solving complex multidisciplinary problems. This requires abilities that cannot be acquired without a comprehensive training model, addressing real-world problems to provide technical solutions. Furthermore, it is necessary to ensure the acquisition of skills to generalise and think abstractly about reality. For this purpose, fundamental disciplines training, such as mathematics, play a relevant role in technical undergraduate studies and their corresponding contents and temporal order traineeship should be properly analysed when designing their curricula. This work describes an active and collaborative methodology used to analyse the mathematical concepts and tools that should be introduced in the undergraduate degrees in the School of Engineering and Architecture at the University of Zaragoza. The methodology applied is based on the activation of communication mechanisms between the teaching staff of mathematical subjects and those of higher courses, in which the students acquire the specific skills of each degree. Moreover, it has motivated interesting discussions between mathematics teaching staff. As a result, a great deal of information has been gathered about the mathematical knowledge required, and its appropriate scheduling, in all degree programs. Also, some deficiencies that should be addressed in the initial training have been identified. Finally, a strategy has been planned for contextualising the mathematical training in different disciplines to help students to understand the relevance of mathematics formation and motivate them in their study.
000119847 540__ $$9info:eu-repo/semantics/openAccess$$aAll rights reserved$$uhttp://www.europeana.eu/rights/rr-f/
000119847 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000119847 700__ $$0(orcid)0000-0002-0415-0001$$aBrufau, Pilar$$uUniversidad de Zaragoza
000119847 700__ $$0(orcid)0000-0002-3937-454X$$aEspinosa, Almudena$$uUniversidad de Zaragoza
000119847 700__ $$0(orcid)0000-0002-5630-3719$$aGalé, Carmen$$uUniversidad de Zaragoza
000119847 700__ $$0(orcid)0000-0002-5701-1670$$aSerrano, Sergio$$uUniversidad de Zaragoza
000119847 7102_ $$15015$$2110$$aUniversidad de Zaragoza$$bDpto. Arquitectura$$cÁrea Construc. Arquitectónicas
000119847 7102_ $$12005$$2595$$aUniversidad de Zaragoza$$bDpto. Matemática Aplicada$$cÁrea Matemática Aplicada
000119847 7102_ $$12007$$2265$$aUniversidad de Zaragoza$$bDpto. Métodos Estadísticos$$cÁrea Estadís. Investig. Opera.
000119847 7102_ $$15001$$2600$$aUniversidad de Zaragoza$$bDpto. Ciencia Tecnol.Mater.Fl.$$cÁrea Mecánica de Fluidos
000119847 773__ $$g(2022), 741-761$$tThe European Conference on Education 2022: Official Conference Proceedings$$x2188-1162
000119847 8564_ $$s1133975$$uhttps://zaguan.unizar.es/record/119847/files/texto_completo.pdf$$yVersión publicada
000119847 8564_ $$s1873069$$uhttps://zaguan.unizar.es/record/119847/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000119847 909CO $$ooai:zaguan.unizar.es:119847$$particulos$$pdriver
000119847 951__ $$a2023-01-26-09:58:26
000119847 980__ $$aARTICLE