This study aims to understand students’ perceptions of the importance of various learning activities and their satisfaction with teaching methodologies before and after didactic interventions that applied active learning strategies. The research was conducted at two institutions: Université Claude Bernard Lyon 1 (France) and the Federal University of Technology – Paraná (UTFPR), Pato Branco campus (Brazil). Following classroom observations, the first author designed and conducted the didactic interventions - five at Lyon 1 and eight at UTFPR. After each session, students completed a questionnaire assessing the importance of 21 learning activities and their satisfaction with the class format. The same questionnaire was administered before the interventions. French and Brazilian students highlighted the importance of not leaving questions unresolved, ranking “asking questions” fourth. However, their preferred activities suggest a teacher-centered dynamic where answers are directly provided. French students tend to work individually, while Brazilian students remain passive during lectures. In both contexts, group work was consistently valued, ranking fifth. In France, contextual problem-solving (as seen in the salt concentration exercise) was perceived as beneficial. In Brazil, using mathematical software for graphing during the “Transformations of Functions” intervention was noted as impactful. French students’ lower satisfaction levels may reflect unfamiliarity with these methods, leading to discomfort. Increased exposure to such activities could help students become more comfortable with novel learning scenarios. The competitiveness and rigid schedule of the French preparatory course may have also contributed to dissatisfaction.