Motivation and inclusion for success in a basic course
Article Sidebar
Main Article Content
Abstract
Students begin higher education with great reproductive capacity with evidence of serious
flaws in analysis and reflection, as well as difficulty in adapting knowledge and competences
to new situations. This easily creates frustrating events leading to dropping out and failure. This manuscript addresses teaching methods in a Mathematics course in higher education degrees in
Economics and/or in Management, treating the problems of student motivation and student inclusion
in the educational process. This pedagogical project, implemented with blended learning, is
based on the availability of a high number of resources of teaching-learning, pushing the students
towards the creation of their own path according to their preferences. The way the information is
perceived varies according to the means of support of the pedagogical resource and with each student’s
profile. The availability of various resources invites and promotes its adequate and selective
usage. The dynamics created in the construction of the learning procedure values autonomy and
rewards success. During three years, the students have been highly receptive and there is a clear
increase in success.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Authors retain copyright, without restrictions, in their articles and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution ShareAlike Licence 4.0 International (CC BY-NC-SA). Readers are free to copy, display, distribute, and adapt an article, as long as the work is attributed to the author(s) and ESC, the changes are identified, and the same license applies to the derivative work. Only non-commercial uses of the work are permitted.