Methodological strategy in the first year of mathematics in the undergraduate programs at the Technological University of Pereira

Jhon Fredy Ruiz Velez, Francisco Javier Cardona García, Diana Marcela Devia Narváez

Abstract

This study presents an innovative methodological strategy for teaching mathematics in the transition to higher education, implemented through a remedial course designed in collaboration with the Mathematics Department of the Technological University of Pereira (Colombia). The intervention addresses the significant academic difficulties detected in first-semester engineering students, evidenced by a 42% failure rate in the initial diagnostic assessment (institutional data 2022-2023) and a consequent dropout rate of 28% in Mathematics I. The pedagogical design is based on a three-phase formative assessment system, immediate feedback mechanisms, and differentiated teaching strategies, integrating adaptive learning, peer tutoring with a socio-emotional approach, and the development of metacognitive skills. The results of the pilot (N=120) reveal a 35% reduction in the failure rate, a significant improvement in algebraic skills (p < 0.05), and a 40% increase in mathematical self-efficacy. This school-to-university transition model, by combining mathematical rigor with personalized pedagogy and generating empirical evidence, offers a replicable framework for institutions with diverse student populations, significantly contributing to mathematics teaching and retention policies in STEM fields.

 

Keywords: Formative assessment, adaptive learning, peer tutoring, metacognition, math remediation, engineering education, student dropout rate.

 

DOI https://doi.org/10.55463/issn.1674-2974.52.11.15


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