Abstract
At the Design Engineering Higher Technical School (Valencia,
Spain) we started introducing Lab sessions as a part of the
Mathematics curriculum almost 20 years ago. Nowadays they are
an integral part of the general assessment of the subject and hardly
may we disassociate them given the actual constrains in time that
we are facing with the arrival of the new student centered
university structure. On the other hand we have widely
implemented the use of an educational platform with several tools
in Lab classes and their exams and, additionally, this year we have
developed a new approach to the realization of Lab sessions
turning all of them from a traditional system to another one based
on a flipped classroom methodology. This new approach aims to
facilitate an increasing interest from engineering students by
motivating them to work the subject of Mathematics in their first
university course. Within this approach each session is divided
into three parts: preparation, solving doubts and assessment of the
competences assigned to that session.
In this paper we will present the methodology developed,
difficulties, results and a questionnaire we aim to ask our
Aerospace Engineering students in order to get their perception of
the course.
