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This work analyzes the teaching and educational approach, based on Distance Learning, used in a Mathematics class with Engineering students. Thinking critically about how we worked before the COVID-19 crisis, we try to elaborate on possible ways to overcome linear processes' inertia. The teacher's educational activities and the students’ reactions are analyzed in the light of the theory of Transformative Learning. We adopt the theoretical and analytical tools provided by the theory of Interest Dense Situation and the theory of Self-Determination. A qualitative and quantitative analysis was conducted referring to a didactic experiment monitoring various elements through a questionnaire consisting of open-ended and Likert questions and thought closed questions together with the results of the midterm test.
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