This study aims to identify the preliminary results of an integrated model for increasing professional education and schooling, besides to minimize structural deficiencies in basic subjects of exact sciences and to improve students assessments. The proposed model is based on the idea of formative itinerary and allows to: a) identify and handle students former educational deficiencies in basic subjects, such as mathematics; b) provide an initial professional certification to the students; c) guarantee the offer of continuing studies and d) reduce dropout rates. The exploratory study in an intentional sample suggests that the model has been effective for the proposed objectives.
<span style="font-size: 10.0pt; font-family: "Times New Roman","serif"; mso-fareast-font-family: SimSun; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;" lang="EN-US">This paper describes the experience of teaching mathematics in the electromechanics vocational course with aid of the computer. Instead of giving a bunch of equations and a calculator to the students, as it is usual in vocational courses, we offer them Octave, which is a numerical computational tool. Furthermore, the mathematical concepts involved in the solution of applied problems are provided within a multidisciplinary framework. The proposed approach helped to reduce the abstraction of mathematics for the students. Despite the deficiencies the students in vocational courses have in their formation, we could notice that their perception regarding mathematics has changed after figuring out that “a bunch of numbers” can be useful in the solution of problems they shall face in their professional life. The approach was applied to three groups already. All of them are composed of mature students, who passed by a flawed basic educational system and stayed away from school for a long time.</span>
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