| This research was carried out within a qualitative research paradigm. The objective was to observe, analyze and enrich pedagogical practice through the use of pedagogical learning strategies. The learning strategy was a participative and individualized lab carried out during a research project in a non-Traditional Laboratory (LnT). The primary aim of this research was to observe if the LnT assist the students and in this way maximizes success and knowledge in the Introductory Math course (MATE3001) on the University of Puerto Rico campus.;The investigation questions were discussed in the light of each of the strategies of information collected, personal experience and revision of literature. The methodology used was of a qualitative nature in which the student reflected on the process experienced in the LnT. Seven participants of the math course (MATE3001) who formed part of the LnT in a voluntary manner were interviewed at the beginning and at the completion of the research. The purpose of the interviewed was to discover the participant opinion regarding the pedagogical impact of the LnT. Finally, the research professor made an observation in order to discover of the LnT strategy had the anticipated acceptance by the students.;The LnT contributed to: (1) students improved their study habits; (2) the students had greater participation in the solution of math problems, their practice and discussion; (3) they accepted that the research professor supervise their work as it was carried out and understood that the presence was for their benefit. Also, the findings of this research were contrasted with the Theory of reciprocal determinism, sources of self-efficacy and self-regulation of Bandura with the impact that these have on learning (Bandura, 1986, 1989a, 1989b). It was also found as the implicit theory (Yeager & Dweck, 2012) resurges in the LnT the effects on interest, student's resilience and situational motivation (Nolen, Horn, & Ward, 2015) which occurs during the living out of the lab experience. LnT stimulates the student, creates security and increases confidence in the solution of math problems. |
