Mejora del sistema de evaluación de las prácticas con ordenador en la asignatura de Matemáticas Financieras I en el Grado de ADE incorporando las competencias transversales CT-3, CT-6, CT-12 y CT-13
[EN] The European Higher Education Area has introduced a change in the teaching orientation, remarking a new education paradigm in the higher education, moving from a learning content to an orientation based on learning results and development of competences. The subject of Financial Mathematics inc...
| Autores: | , |
|---|---|
| Tipo de recurso: | capítulo de libro |
| Fecha de publicación: | 2016 |
| País: | España |
| Institución: | Universitat Politècnica de València (UPV) |
| Repositorio: | RiuNet. Repositorio Institucional de la Universitat Politécnica de Valéncia |
| Idioma: | español |
| OAI Identifier: | oai:riunet.upv.es:10251/105415 |
| Acceso en línea: | https://riunet.upv.es/handle/10251/105415 |
| Access Level: | acceso abierto |
| Palabra clave: | Educación superior Enseñanza superior Tecnologías y educación Innovación educativa Action-research (investigación-acción) Competencias Recursos informáticos Matemáticas financieras Planificación y gestión del tiempo Instrumental informático |
| Sumario: | [EN] The European Higher Education Area has introduced a change in the teaching orientation, remarking a new education paradigm in the higher education, moving from a learning content to an orientation based on learning results and development of competences. The subject of Financial Mathematics includes, among others, the competences related with the learning of the contents of the subject: i) Critical synthesis of information which comes from different sources, ii) Efficient planning of work and iii) Introduction of creative solutions when solving problems. Moreover, among the different transversal competences (TC) and skills (a total of nine TCs), the following competences were choses as checkpoints: TC-12 Time planning and management and TC-13 specific tools. Under the methodological vision of action-research and the critical observation of teaching in the Financial Mathematics subject we use the lab-cases and sessions in order to propose actual cases and real-life problems; therefore, we avoid the use of simple practical exercises. By means of the IT resources and considering the need of a proper time management in the sessions, the main goal was to reach the objectives of the proposed learning. Thus, we were able to check how the solving of those practical examples in the lab-sessions, developed and reinforced several transversal competences and, in a special way, the ones taken as checkpoint |
|---|