Ferrer Dasí, TeresaGranell, MaruselaAloy Fortea, PaulaBarquero Pérez, SaraRomero Sánchez, Pantaleón DavidMillán Jiménez, ManuelMontés Sánchez, NicolásProducción Científica UCH 2021UCH. Departamento de Matemáticas, Física y Ciencias TecnológicasUCH. Departamento de Comunicación Audiovisual y PublicidadUCH. Departamento de Proyectos, Teoría y Técnica del Diseño y la Arquitectura2022-04-012022-04-012021-05-11Romero, P. D., Montes, N., Barquero, S., Aloy, P., Ferrer, T., Granell, M. & Millán, M. (2021). EXPLORIA, a new way to teach maths at university level as part of everything. Mathematics, vol. 9, i. 10 (11 may.), art. 1082. DOI: http://dx.doi.org/10.3390/math91010822227-7390 (Electrónico)http://hdl.handle.net/10637/13592Este artículo se encuentra disponible en la siguiente URL: https://www.mdpi.com/2227-7390/9/10/1082Este artículo de investigación pertenece al número especial "Active Methodologies for the Promotion of Mathematical Learning".The main objective of this article has been to evaluate the effect that the implementation of the EXPLORIA project has had on the Engineering Degree in Industrial Design and Product Development. The EXPLORIA project aims to develop an integrated competence map of the learning process, where the subjects are no longer considered as isolated contents, by elaborating an integrated learning process where the competences and learning outcomes of the subjects are considered as a whole, global and comprehensive learning. The EXPLORIA project connects the competencies of the different STEAM subjects that make up the degree, designing a learning process as a logical, sequential and incremental itinerary. Through concepts on which the foundations of design are based—shape, volume, colour, space and structure—the competencies of the different subjects are defined in incremental learning levels: understanding, applying, experimenting and developing, all taken from Bloom’s taxonomy. Mathematics is linked to the rest of learning through active learning methodologies that make learning useful. This new methodology changes the student’s affective domain towards mathematics in which positive emotions are transformed into positive attitudes that will improve the learning result and therefore, the students’ academic results. To validate it, at the end of the paper, the academic results compared with previous years are shown, as well as an ad hoc survey of the students’ assessment of the new teaching methodology.application/pdfenopen accessMatemáticas - Didáctica - Enseñanza universitaria.Mathematics - Study and teaching - Education (Higher)Educación - Innovaciones tecnológicas - Enseñanza universitaria.Mathematics - Knowledge and learning - Education (Higher)Tecnología educativa - Enseñanza universitaria.Educational technology - Education (Higher)Matemáticas - Aprendizaje - Enseñanza universitaria.Education - Technological innovations - Education (Higher)Artículohttps://doi.org/10.3390/math9101082https://creativecommons.org/licenses/by-nc-nd/4.0/deed.es