We will present findings from a survey held at the Summer school for students organized within the international Erasmus+ project Pythagoras. During five days of this Learning-Teaching-Training activity groups of students from partner universities tested various active learning methods applied in teaching basic courses of mathematics in bachelor study programs at universities. Learning materials and activities were prepared by project partners. Each day a different didactic approach was tested. Students answered prepared feedback questionnaire, where they introduced their views on the presented didactic scenario, their opinion on the particular method and its impact on the knowledge acquisition, and ideas on possible improvements from the learners´ perspective. Escape room activity was presented the first day, while it was not met with the full satisfaction on the students´ side. The second day we have presented specifically adapted PBL - Problem Based Learning method, in the form of miniPBL. Small problems related to specific environmental issues were presented to groups o students, whose task was to develop mathematical model of the described problem and find the solution, whereas the result had to be interpreted back to the practical applied problem solution. This approach was highly appreciated by students, who were interested in the real problems and liked the fact that mathematics might help to models the real life situation and suggest its possible solutions. The third presented method was EduScrum method, which was regarded by all students as the most suitable and relevant with respect to knowledge gain and satisfaction with the learning scenario. Students worked in groups as a team, each team member solved one of the problems given in the sprint, while team leader - scrum master guided the team work and submitted collected solutions. All team members were satisfied with the division of the work and they appreciated the possibility to discuss problems together and share the work on their solutions. During the day four, gamification as a learning scenario was applied. Students solved individually or in small teams several presented problems, while their correct answers were awarded by points. Resulting pint core was presented at the end, and winners of the games were awarded. This activity was regarded as interesting, but not very efficient with respect to learning outcomes and achievements. The last introduced learning activity was a Stack Exercise. Students´ task was to solve several problems presented in Moodle environment as an exercise, where each problems had to be solved step-by-step. Inserted solution was commented, each not correct answer was followed by hints that were aimed to help solver to find the right procedure or to use the correct formula. Opinion of students on this learning activity was very variegated, some of them found this approach as very much helpful and instructive, some students did it like the was how one could come to the correct solution of the problem without any knowledge gain, as it was sufficient to follow the given instructions. Complete analysis of the feedback received from students during the Summer school will be presented, with the ideas on how to introduced innovative active learning methods in the more effective ways more suitable for learners.

Keywords: Active learning methods, feedback from students.