Continuous improvement of engineering-maths teaching

A model for managing the processes involved in the teaching and learning of mathematics for engineering students is presented. The short period teaching-learning cycle strategy is used in the classroom in order to guarantee immediate feedback and correction for both the student and the lecturer. A cooperative learning procedure is applied in homework activities, constituting a valuable complement to the activities in the classroom. Finally, cooperative teaching is introduced, i.e., all the faculty involved with a particular section of a course work together to optimize the development of the teaching-learning activities from a just in time approach. Numerous advantages are reported when compared to the standard organization of these activities.