Problem-based learning (PBL) is a teaching method that appeared in the early 1960s and is widely applied in distinct areas nowadays. In the presented manuscript, we describe a PBL methodology use restricted to applied mathematics for problem solving among a group of engineering students in a Portuguese university. In the pandemic context, it was a huge challenge both for the students and for the teacher. Supported by the available literature, the experiment was defined. As it is well known, teachers are not only knowledge transmitters but also designers of teaching initiatives. Thus, teachers and students both have a large role in PBL methodologies, where collaboration, reflection and concepts discussion are essential. In the presented pedagogical challenge, students were devoted to integrating the previous knowledge acquired and the one acquired during the project. This process improved their new competences—both personal and team work. Despite being a recent pedagogical method, PBL is revealed to be an important teaching tool.

This research was funded by The Portuguese Foundation for Science and Technology (FCT), and the ISTAR Center through project UIDB/04466/202.

Problem-based learning,Applied mathematics problem solving,e-learning pedagogical activity

• Mathematics - Natural Sciences
• Computer and Information Sciences - Natural Sciences
• Civil Engineering - Engineering and Technology