Abstract
The jump from Secondary Education to University is noticed by students once they have seen the bad obtained results after the first ordinary exam session they deal with. Many factors such as group integration problems, lack of motivation and/or required study methodology turn the jump a difficult wall to overcome. The aim of this work is start a discussion of some ideas for redesign a continuous assessment in Mathematics for Chemistry and Geology Bachelor degrees so in the near future we have a defined work lines to submit and implement an educational innovation project.
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Thanks to Joseba Santisteban Elorriaga (Department of Mathematics, University of the Basque Country - UPV/EHU) for the encoding methods.
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Acknowledgements
This work has been funded by the European Union’s Horizon 2020 research and innovation programme under the Marie Skłodowska-Curie grant agreement No 777720.
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Núñez-González, J.D., Graña, M., Lopez-Guede, J.M. (2019). Prelude of an Educational Innovation Project: Discussing a Redesign of the Continuous Assessment in Mathematics for Chemistry and Geology Bachelor Degree Students. In: Graña, M., et al. International Joint Conference SOCO’18-CISIS’18-ICEUTE’18. SOCO’18-CISIS’18-ICEUTE’18 2018. Advances in Intelligent Systems and Computing, vol 771. Springer, Cham. https://doi.org/10.1007/978-3-319-94120-2_52
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