Abstract
The research allowed to describe and assess the learning experiences of mathematical situations from the actions of the Innovation Project. Due to the methodological sequence, the study presented a qualitative approach of phenomenological design, of an interpretative descriptive type articulated to strategies of analysis of specific facts; for this purpose, the participation of engineering university students was described. The phases of the project were developed with thirty groups made up of four members each. In conclusion, the Innovation Project allowed nodes to be detected as phases during the learning of mathematics: idealization, exploration, plan design and the final product. In addition, the methodological sequence of the project detected that interactivity is linked to creativity, unpublished, innovative and heuristic solutions during the approach to the project thanks to the Sankey diagram.
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