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Recently the education industry has moved at an increasing pace towards quality assurance programs. There is a high demand for efficient use of Information and Communication Technology (ICT) in education, especially to improve the quality of mathematics education. After COVID-19 lockdowns, ICT has become essential in the era of blended learning. Variations in pedagogy and assessments in mathematics are always challenging. Due to difficulties in learning mathematics, the need for innovative mathematical pedagogy is rising daily in online and blended learning environments. Through this paper, the authors attempt to provide more opportunities to mathematics teachers and students to learn through LMS. Through KJSCE-LMS (Moodle based LMS specially customized for students of K J Somaiya College of Engineering (KJSCE), Mumbai), the authors demonstrate the optimum use of innovative Teaching-Learning-Evaluation (TLE) techniques that can be easily practiced in online or blended mode of mathematics education. These technology-enhanced TLE methods were applied in the first year undergraduate engineering mathematics classroom in the urban part of India. To check the promethean ways to enhance pedagogical learning experiences by students, qualitative and quantitative surveys were conducted. Results of the survey reveal that teachers' systematic usage of KJSCE-LMS can make mathematics learning easy, effective and meaningful. 98% of the students agreed that the contents uploaded on LMS helped them to understand the concepts effectively. LMS can also help strengthen the learning process, motivate students, improve their learning outcomes, and positively impact their wholesome development. [ABSTRACT FROM AUTHOR]

Creation of academic & research posters gives the students an opportunity to develop indispensable skills like inquisitiveness, critical thinking, analytical thinking and dissemination of findings in creative way. This paper describes the formative use of poster presentation in a course of applied mathematics in the first year of the undergraduate engineering program in the western part of India. The authors have designed the internal assessment through poster presentation (IATPP) based on the ARCS model of motivation that also encourages students to find relevance of mathematics with other fields, seeds the foundation of research in their foundation years of engineering and develops a habit of self-learning and peer learning. The authors then discuss their experience of executing this novel approach of using poster presentation to bridge the gap between mathematics and core engineering courses through IATPP. Students' perceptions and results have proved IATPP an interesting, engaging, encouraging, motivating and challenging online assessment strategy that exposes them to mathematical concepts, helps them relate mathematics with other fields and empowers them with several vital life-long learning skills. [ABSTRACT FROM AUTHOR]