This
article looks at a didactic experience at the undergraduate level in civil
engineering, specifically, teaching a mathematics course through smartphones.
The objective was to teach a course of an engineering degree primarily using
this technology, in order to promote among the students their skills and
competencies to develop and present a theme. It should be mentioned that every
student in this case study used his/her knowledge at unusual hours, that is, 1a.m. or
2a.m., sharing their work with me or asking me for academic help to solve
a specific problem. This adaptation process in teaching practice is not easy
and may not be achieved in a short period of time. The principal idea to
highlight is that planning activities with new technologies cannot be carried
out spontaneously and must be based on an educational model. Another important
thing in this type of courses is the assessment of the teacher, priority of
education administrators. Based on a questionnaire distributed to the students
upon conclusion of the course, a statistic and probabilities analysis was
carried out, showing surprising results regarding the questions—Did you like
the course? What did you not like about the course? And What would you change
about the course?
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