Abstract :
In this paper the CeAMatE project is presented. Its main objective is to address the lack of basic and complementary knowledge in mathematics. This is considered essential to the integration of students that access higher education to attend undergraduate Engineering degrees. For such, a bi-dimensional structure was implemented, where students can work in person or at a distance, defining educational paths according to the learning outcomes profile of each student. The personalized and responsible support offered in CeAMatE induces self-efficacy behavior, thereby preventing the demotivation of self-study, which usually leads to the abandonment of classes, and consequently causing failure. To this end, the learning objects are organized according to the framework ?Mathematics for the European Engineer - A Curriculum for the Twenty-First Century?, adapted to the Portuguese education. Although the guiding principles that apply to face-to-face program are in general the same as those applicable to the online version, we consider that online systems require special care. The majority of the existing online systems lack interactivity and pedagogy, leading to learning models that depend largely on student motivation. This project has a set of pedagogical concerns that develop around an axis: all the proposed activities adapt to the students cognitive level and their preferred learning profiles. Therefore, the mathematical activities are adapted to the cognitive development of students applying the Bloom Taxonomy of Educational Objectives. Each lesson will also have different versions depending on the specific learning profiles. The principles underlying the construction of CeAMatE can be replicated to other Curricular Units contributing to a change in teaching practices, which are still very based on expositive techniques. This environment will enhance a relevant research work for the redesign and improvement of educational and training projects of higher education institutions providing degree courses in engineering, teaching practices and educational staff training policies.
