- -

I Decide, Therefore I Am (Relevant!): A Project-Based Learning Experience in Linear Algebra

RiuNet: Repositorio Institucional de la Universidad Politécnica de Valencia

Compartir/Enviar a

Citas

Estadísticas

  • Estadisticas de Uso

I Decide, Therefore I Am (Relevant!): A Project-Based Learning Experience in Linear Algebra

Mostrar el registro sencillo del ítem

Ficheros en el ítem

Thumbnail
Nombre: Izquierdo, Jt al. ...
Tamaño: 459.8Kb
Formato: PDF
Descripción: Versión del Autor.
Abrir
[Cerrado]
Nombre: cae_21725.pdf
Tamaño: 446.6Kb
Formato: PDF
Descripción: Versión editorial
Solicitar una copia al autor
dc.contributor.author Izquierdo Sebastián, Joaquín es_ES
dc.contributor.author Benítez López, Julio es_ES
dc.contributor.author Berenguer, Antonio es_ES
dc.contributor.author Lago-Alonso, Concepcion es_ES
dc.date.accessioned 2016-11-17T11:24:37Z
dc.date.available 2016-11-17T11:24:37Z
dc.date.issued 2016-05
dc.identifier.issn 1061-3773
dc.identifier.uri http://hdl.handle.net/10251/74279
dc.description.abstract We present a project-based learning experience in the context of linear algebra developed for the recently launched double major in business administration and management/engineering of technology and telecommunication services at the universitat politecnica de valencia 2014-15. Decision-making is used to motivate students towards applying, understanding, and appreciating linear algebra in a diversity of projects. this experience introduces students to the analytic hierarchy process (AHP), a multi-attribute, decision-making technique that is rooted in linear algebra. Through a simulation scenario, each team of students develops a project about any real-world problem consisting of a decision-making process in the presence of multiple intangibles. At the same time, the algebraic fundamentals that make the process valid and consistent are clarified. The students showed great interest in the experience; and the results obtained confirmed that the activities helped them understand several complex concepts related to linear algebra, and fostered a significant interest in a subject traditionally considered frighteningly abstract. Finally, the students appreciated the stimulating insights provided by linear algebra that are crucial in decision-making. This multi-disciplinary experience enables the evaluation of several cross skills and competencies such as critical thinking and ethical leadership. (C) 2016 Wiley Periodicals, Inc. es_ES
dc.language Inglés es_ES
dc.publisher Wiley es_ES
dc.relation.ispartof Computer Applications in Engineering Education es_ES
dc.rights Reserva de todos los derechos es_ES
dc.subject Mathematics for engineers es_ES
dc.subject Linear algebra es_ES
dc.subject Project-based learning es_ES
dc.subject Decision-making es_ES
dc.subject Cross competencies es_ES
dc.subject.classification MATEMATICA APLICADA es_ES
dc.title I Decide, Therefore I Am (Relevant!): A Project-Based Learning Experience in Linear Algebra es_ES
dc.type Artículo es_ES
dc.identifier.doi 10.1002/cae.21725
dc.rights.accessRights Abierto es_ES
dc.contributor.affiliation Universitat Politècnica de València. Escuela Técnica Superior de Ingenieros de Telecomunicación - Escola Tècnica Superior d'Enginyers de Telecomunicació es_ES
dc.contributor.affiliation Universitat Politècnica de València. Departamento de Matemática Aplicada - Departament de Matemàtica Aplicada es_ES
dc.contributor.affiliation Universitat Politècnica de València. Instituto Universitario de Telecomunicación y Aplicaciones Multimedia - Institut Universitari de Telecomunicacions i Aplicacions Multimèdia es_ES
dc.description.bibliographicCitation Izquierdo Sebastián, J.; Benítez López, J.; Berenguer, A.; Lago-Alonso, C. (2016). I Decide, Therefore I Am (Relevant!): A Project-Based Learning Experience in Linear Algebra. Computer Applications in Engineering Education. 24(3):481-492. doi:10.1002/cae.21725 es_ES
dc.description.accrualMethod S es_ES
dc.relation.publisherversion http://dx.doi.org/10.1002/cae.21725 es_ES
dc.description.upvformatpinicio 481 es_ES
dc.description.upvformatpfin 492 es_ES
dc.type.version info:eu-repo/semantics/publishedVersion es_ES
dc.description.volume 24 es_ES
dc.description.issue 3 es_ES
dc.relation.senia 306219 es_ES
dc.description.references Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating Project-Based Learning: Sustaining the Doing, Supporting the Learning. Educational Psychologist, 26(3-4), 369-398. doi:10.1080/00461520.1991.9653139 es_ES
dc.description.references J. R. Savery 5 2015 es_ES
dc.description.references Loo, C. W., & Choy, J. L. F. (2013). Sources of Self-Efficacy Influencing Academic Performance of Engineering Students. American Journal of Educational Research, 1(3), 86-92. doi:10.12691/education-1-3-4 es_ES
dc.description.references L. C. Archie es_ES
dc.description.references H. Coffey http://www.learnnc.org/lp/pages/4753 es_ES
dc.description.references Citron, F. M. M., & Goldberg, A. E. (2014). Metaphorical Sentences Are More Emotionally Engaging than Their Literal Counterparts. Journal of Cognitive Neuroscience, 26(11), 2585-2595. doi:10.1162/jocn_a_00654 es_ES
dc.description.references C. Telenko B. Camburn K. Hölttä-Otto K. Wood K. Otto es_ES
dc.description.references Litzinger, T., Lattuca, L. R., Hadgraft, R., & Newstetter, W. (2011). Engineering Education and the Development of Expertise. Journal of Engineering Education, 100(1), 123-150. doi:10.1002/j.2168-9830.2011.tb00006.x es_ES
dc.description.references M. Savin-Baden C. Howell 2004 es_ES
dc.description.references 2015 http://competencias.webs.upv.es/wp/ es_ES
dc.description.references Maltese, A. V., & Tai, R. H. (2011). Pipeline persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education, 95(5), 877-907. doi:10.1002/sce.20441 es_ES
dc.description.references L. C. Wilcox M. S. Wilcox es_ES
dc.description.references HOTALING, N., FASSE, B. B., BOST, L. F., HERMANN, C. D., & FOREST, C. R. (2012). A Quantitative Analysis of the Effects of a Multidisciplinary Engineering Capstone Design Course. Journal of Engineering Education, 101(4), 630-656. doi:10.1002/j.2168-9830.2012.tb01122.x es_ES
dc.description.references Saaty, T. L. (1977). A scaling method for priorities in hierarchical structures. Journal of Mathematical Psychology, 15(3), 234-281. doi:10.1016/0022-2496(77)90033-5 es_ES
dc.description.references 2015 http://bie.org/about/why_pbl es_ES
dc.description.references Benítez, J., Delgado-Galván, X., Izquierdo, J., & Pérez-García, R. (2011). Achieving matrix consistency in AHP through linearization. Applied Mathematical Modelling, 35(9), 4449-4457. doi:10.1016/j.apm.2011.03.013 es_ES
dc.description.references Benítez, J., Delgado-Galván, X., Gutiérrez, J. A., & Izquierdo, J. (2011). Balancing consistency and expert judgment in AHP. Mathematical and Computer Modelling, 54(7-8), 1785-1790. doi:10.1016/j.mcm.2010.12.023 es_ES
dc.description.references Benítez, J., Izquierdo, J., Pérez-García, R., & Ramos-Martínez, E. (2014). A simple formula to find the closest consistent matrix to a reciprocal matrix. Applied Mathematical Modelling, 38(15-16), 3968-3974. doi:10.1016/j.apm.2014.01.007 es_ES
dc.description.references Elmer, F., Seifert, I., Kreibich, H., & Thieken, A. H. (2010). A Delphi Method Expert Survey to Derive Standards for Flood Damage Data Collection. Risk Analysis, 30(1), 107-124. doi:10.1111/j.1539-6924.2009.01325.x es_ES
dc.description.references Isasi, P., Quintana, D., Saez, Y., & Mochon, A. (2007). APPLIED COMPUTATIONAL INTELLIGENCE FOR FINANCE AND ECONOMICS. Computational Intelligence, 23(2), 111-116. doi:10.1111/j.1467-8640.2007.00297.x es_ES
dc.description.references Benítez, J., Delgado-Galván, X., Izquierdo, J., & Pérez-García, R. (2012). An approach to AHP decision in a dynamic context. Decision Support Systems, 53(3), 499-506. doi:10.1016/j.dss.2012.04.015 es_ES
dc.description.references Benítez, J., Delgado-Galván, X., Izquierdo, J., & Pérez-García, R. (2015). Consistent completion of incomplete judgments in decision making using AHP. Journal of Computational and Applied Mathematics, 290, 412-422. doi:10.1016/j.cam.2015.05.023 es_ES
dc.description.references Delgado-Galván, X., Izquierdo, J., Benítez, J., & Pérez-García, R. (2014). Joint stakeholder decision-making on the management of the Silao–Romita aquifer using AHP. Environmental Modelling & Software, 51, 310-322. doi:10.1016/j.envsoft.2013.10.008 es_ES
dc.description.references Burguillo, J. C. (2010). Using game theory and Competition-based Learning to stimulate student motivation and performance. Computers & Education, 55(2), 566-575. doi:10.1016/j.compedu.2010.02.018 es_ES
dc.description.references Halpern, D. F., & Hakel, M. D. (2003). Applying the Science of Learning to the University and Beyond: Teaching for Long-Term Retention and Transfer. Change: The Magazine of Higher Learning, 35(4), 36-41. doi:10.1080/00091380309604109 es_ES
dc.description.references Tauer, J. M., & Harackiewicz, J. M. (2004). The Effects of Cooperation and Competition on Intrinsic Motivation and Performance. Journal of Personality and Social Psychology, 86(6), 849-861. doi:10.1037/0022-3514.86.6.849 es_ES
dc.description.references M. L. Martinez G. Romero J. J. Marquez J. M. Perez es_ES
dc.description.references Srdjevic, B. (2007). Linking analytic hierarchy process and social choice methods to support group decision-making in water management. Decision Support Systems, 42(4), 2261-2273. doi:10.1016/j.dss.2006.08.001 es_ES
dc.description.references Saaty, T. L. (2003). Decision-making with the AHP: Why is the principal eigenvector necessary. European Journal of Operational Research, 145(1), 85-91. doi:10.1016/s0377-2217(02)00227-8 es_ES
dc.description.references G. W. Stewart 2001 es_ES
dc.description.references J. Benítez X. Delgado-Galván J. Izquierdo R. Pérez-García es_ES


Este ítem aparece en la(s) siguiente(s) colección(ones)

Mostrar el registro sencillo del ítem