Remote teaching of differential equations for engineering : modeling the spread of an epidemic.

Abstract

OBJECTIVE: To investigate the possible contributions of mathematical modeling remote activities—due to the restrictions imposed by the COVID-19 pandemic—to learn differential equations. METHODS: The qualitative research was conducted with 117 students from 9 engineering programs at a federal university located in the state of Minas Gerais, Brazil, enrolled in the class Differential Equations I, in the first term of 2020. As for research methodology, mathematical modeling activities were planned from themes involving first and second order ordinary differential equations. These were developed and recorded on Google Meet and were subsequently evaluated by the participating students through a questionnaire. RESULTS: Results allowed us to indicate that the activities of the remote class shaped rich opportunities for students’ motivation, allowed a unique exploration regarding the application of mathematical content related to first and second order ordinary differential equations, especially an activity which demanded modeling the spread of an epidemic, and also fostered a critical, albeit incipient, interpretation of reality. In addition, the results section sheds light on the challenges presented to students both in the academic context, from the institutional imposition of remote education, and in the social context, from the conditions prescribed by the pandemic that revealed massive socioeconomic differences among students. CONCLUDING REMARKS: The conclusions point to the importance of reflecting on the possible implications of the (post)pandemic context for the paths of current research in mathematics education, especially in Higher Education.