Teaching maths at university: an experience of building trust relationships in the classroom

Authors

  • Nancy Mateos Universidad Nacional de Moreno
  • Fernando Chorny Universidad Nacional de Moreno
  • Pablo Coll Universidad Nacional de Moreno
  • Laura Reynoso Universidad Nacional de Moreno

DOI:

https://doi.org/10.14409/ie.2021.15.e0018

Keywords:

maths teaching, university, trust, problem solving, learning and teaching during lockdown, inclusion

Abstract

This work presents a maths teaching approach at university that holds the main assumption that everyone can learn. This experience was developed in Mathematical Analysis I (AMI), which is a first year course of the Electronic Engineering Degree Program at Universidad Nacional de Moreno in Buenos Aires, Argentina. It is part of an inclusion-oriented research work conducted by collaborative groups of professors and researchers that reflect upon teaching. In fact, the AMI team focused on creating a learning environment that would enable students to share their productions, mistakes, and difficulties as a condition for building mathematical knowledge. Thus trust becomes not only a pillar for developing pedagogical relationships but also a key element to enable knowledge transfer. This work was started in 2019 and has been adjusted to the particularities related to the lockdown caused by the COVID-19 pandemic.

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Published

2021-12-16

How to Cite

Mateos, N., Chorny, F., Coll, P., & Reynoso, L. (2021). Teaching maths at university: an experience of building trust relationships in the classroom. Itinerarios Educativos, (15), e0018. https://doi.org/10.14409/ie.2021.15.e0018

Issue

No. 15 (2021): Itinerarios Educativos

Section

Experiences and projects

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