Methodology of a flexible learning design enhancing the transition to university mathematics

Abstract

The paper introduces a student-centred flexible learning design aimed at enhancing the transition to university mathematics, developed for the course Foundations of Mathematics at Brno University of Technology. We report on motivation, context, design and implementation of regular learning activities in a digital environment. The design is based on the combination of blended learning and peer feedback with a strong digital part. Illustrative examples are provided. The purpose is to give students more flexibility in their learning of mathematics and opportunity to improve their digital competences in a natural way.