Integration of the SCRUM Methodology in Mathematics Teaching and Learning

Kelly Quiroz-Chavil H.; Capuñay-Uceda C.E.; Collantes Santisteban S.; Jaime Collantes Santisteban L.; Felicita Gonzales Llontop R.; Ulises Vásquez Crisanto C.; Idrogo Burga E. · Proceedings of the LACCEI international Multi-conference for Engineering, Education and Technology (2024) · DOI: 10.18687/laccei2024.1.1.1147

Resumen

In the last decade, universities have experienced the arrival of new generations of students, who distinguish themselves by possessing unique skills and abilities. In addition to technical competencies, the organizations that hire them after completing their studies demand advanced soft skills development. Against this backdrop, higher education institutions are implementing innovative approaches to meet these contemporary demands. It is becoming imperative that academic practices align with the dynamics of emerging markets. This research explores how current demands on university graduates and the particularities of the new student generation are reshaping educational paradigms. To optimize the effectiveness and enrich the teaching and learning process, the Scrum framework was incorporated into the Introduction to Mathematics for Engineering course. This pedagogical approach was evaluated through an experimental study with first-year engineering students. Through questionnaires and a comparative analysis of the academic results, we sought to answer the research questions posed. The findings reveal that Scrum contributes significantly to the improvement of the educational process. The study advocates the adoption of Scrum in teaching and learning, highlighting its positive impact on the academic performance of the experimental group.

Instituciones: Universidad de San Martín de Porres; Universidad Nacional Pedro Ruiz Gallo; Universidad Tecnológica del Perú