Results about a mathematical tool, called Generic Rectangle (GR), applied in a preparatory course in order to resolve algebraic problems such as multiplying binomials and factoring quadratics are shown. Such tool was used in the "introduction to engineering" subject at Universidad Politécnica del Golfo de Mexico (UPGM); up to 2014, this subject's failure rate was very high (near 60%) in which traditional teaching method was used. After some curricular changes, including GR tool adopted in class, several objectives such as failure rate decrease (60% to 15%), notably motivation and enhancement increase (Likert's test), and development of logic-mathematics reasoning, among others, could be reached. Results in 2015 indicates that 84% of population solved properly the final exam using GR; but regarding to those who worked with traditional method, just 25% of population obtained satisfactory results (2014); it means that GR is a better tool than traditional teaching method. Likert's test results indicate that students developed a strong positive attitude when they work with GR, however attitude of students who used traditional teaching method were strong negative.
The results of the modified curriculum for the course "Introduction to Engineering" taught during the preparatory courses at the Universidad Politécnica del Golfo de México are presented. The modification was made to thematic content, the learning outcomes, the distribution of theoretical and practical hours (35% and 65% respectively) and the teaching strategy (using Krulik & Rudnick method and context problems), focusing on competency-based framework. Analysis of data indicates that various objectives were achieved with this reform, which the previous curriculum were not met, such as decreasing failure/dropout rate from 40% to 15%, greater involvement of students in lessons, development of logical-mathematical skills, problems solving through a systematic procedure skills, among other reasoning. This leads us to believe we have made a transition from a declarative knowledge to a functional one.
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