June 20, 2010
June 20, 2010
June 23, 2010
15.647.1 - 15.647.8
How and What Mathematical Content is Taught and Used by Engineering Students in their Final Course Project?
The purpose of this research was to investigate the transition from academic mathematics to real-life, engineering situations. In particular, through a case study, we investigate what mathematics content Brazilian undergraduate engineering students at private university use in order to develop their final course project. Theoretically, we use aspects of mathematical thinking raised in the literature reviewed. The methodological approach includes phases of grounded theory. Data collection included students’ written documents as well as videotaped interviews with students and their professors. Results revealed that to accomplish their projects students relied engaged in mathematical modeling and used specific software. Moreover, students showed that they were able to cope with mathematical situations that were not taught in their engineering courses.
Mathematics as a service subject – Math in engineering courses
The question of what mathematics should be taught in undergraduate engineering courses is nowadays a concern of both engineering education researchers and professors of engineering. This concern is evident in recent professional conferences and research studies, in Brazil and abroad. For instance, the American Society for Engineering Education (ASEE) and the Société Européenne pour la Formation des Ingénieurs (SEFI) have devoted considerable attention to engineering education. In Brazil, the Program for Engineering Development (PRODENGE) and the Brazilian Association of the Engineering Education (ABENGE) have sponsored conferences and debates on engineering education.
It is important to note, however, attention to the education of engineers in mathematics have been a topic of concern for mathematics educators, professors and researchers since the creation of the International Commission on Mathematical Instruction (ICMI) in 1908. Even before, in 1907, topical discussions occurred between mathematicians and engineers at the Chicago Symposium on Mathematics for Engineering Students. The following has been the recurring question of these meetings: What mathematics should be taught to engineering students? This question still deserves attention nowadays.
The essential tension that this question raises was outlined in 1912 by White1 in Cambridge at the V International Congress of Mathematicians. In his paper, he discussed the role of mathematics for the practice of engineering. He emphasized that a distinction between the professionals of two branches of knowledge: on the one hand, mathematicians teach engineering students using a scientific point of view, building theories and rules relevant to the practice of engineering; on the other hand, engineers
Gomes, G., & Bolite Frant, J., & Powell, A. (2010, June), How And What Mathematical Content Is Taught And Used By Engineer’s Students At Their Final Course Project? Paper presented at 2010 Annual Conference & Exposition, Louisville, Kentucky. 10.18260/1-2--16911
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