Abstract

Project-based learning (PBL) is an active, learner-centered teaching method that seeks to develop professional competencies through practice-oriented tasks. This article presents a PBL process comprising four stages and nine steps for teaching Advanced Mathematics to architecture students and proposes several projects that can be implemented in the course. It subsequently illustrates the organization of the project “Selected Applications of Differential Equations,” which addresses practical problems involving vibration, deformation, and the structural stability of buildings. The findings indicate that PBL not only helps students consolidate their mathematical knowledge but also contributes to developing essential skills and professional competencies.

Keywords: Advanced Mathematics, architecture, differential equations, professional competence, projects.