Active Learning To Study Mathematics: A Methodological Proposal To The Engineering Career Aspirants

Because of student's difficulties at the Institute of Sciences and Humanities, we decided to implement possibilities for active learning for math and tutor teachers by applying student suggested strategies (opening, proposals, dialogue, explanation, reflection, interrogation, comprehensive learning) for a study cycle of 2 months. In this process, the participants were 122 pre university students candidates to the engineering careers (56 men (45.9%) and 66 women (54.1%)) between 15 and 26 years old (M
_age
= 17.81, SD = 1.74). At the cycle end, Student's t analysis identified women having a lower mean in the opening strategy in comparison to males. Then, a simple linear regression analysis showed that strategy reflection predicts the academic performance. Finally, a the multiple linear regressions analysis showed that strategy proposals, strategy comprehensive learning, and academic performance negatively predict the math study anxiety.