Short period teaching-learning cycles

摘要

A model for managing the processes involved in the teaching of mathematics to engineering students is introduced. Based on small units of content, key processes such as motivation, delivery of the lesson, study, evaluation of learning, correction, reinforcement and projection are successively developed constituting short period teaching-learning cycles that require no longer than a teaching period. Numerous advantages concerning quality, efficiency and productivity are reported. The variability in the learning performance is reduced and the average mark is increased as predicted by Bloom's (1976) theory of learning. Finally the use of short cycles allows us to set up a continuous improvement approach and study the results of any adopted didactic strategy.