Effect of a system of didactic procedures on the development of mathematical modeling in engineering
DOI:
https://doi.org/10.58594/rtest.v6i3.236Keywords:
Modeling competency, higher education, training of engineers, mathematical model, didactic procedureAbstract
The study evaluated the effect of a system of didactic procedures on the development of mathematical modeling competence among engineering students in the field of real functions of a real variable. The research followed a quantitative approach with a quasi-experimental pretest-posttest design involving a nonequivalent control group. The participants were 63 first-year Industrial Engineering students from the University of Holguín, distributed into two intact groups: 32 students in the experimental group and 31 in the control group. The experimental group received instruction through a procedure structured into three stages: cognitive, performance, and motivational, while the control group continued with traditional instruction. Assessment instruments were administered before and after the intervention to measure performance across four dimensions: acquisition of formal language, model construction, model solution and interpretation, and model application. The results revealed statistically significant differences in favor of the experimental group across all dimensions evaluated. The motivational stage proved decisive for model application by linking the results to the students’ professional profile. It was concluded that the didactic procedure constitutes a practical contribution that can be transferred to other mathematical contents and engineering programs, contributing to the training of professionals who are competent in modeling real-world problems.
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