Proposal for a Workshop/Forum at the 15th AAEE Conference
Proposal for a Workshop/Forum at the 15th AAEE Conference
Title: Mathematics in Engineering Education: How much, when and how?
Facilitators: Milton Fuller (CQU)
Roger Hadgraft (RMIT)
David Jorgensen (CQU)
Objective: To generate discussion between delegates on the future direction of mathematics in the education of engineering undergraduates.
The discussions will be recorded, summarised and distributed on the AAEE Engineering Mathematics Educators Network.
Introduction: Two previous forums on mathematics in engineering education have been presented at AAEE conferences, Gladstone in 1998 and Canberra in 2002.
The main topic for discussion at each of these meetings was the impact on the mathematics component of the undergraduate curriculum when engineering programs embrace PBL. However, discussion also included the emphasis on tedious manipulations, especially in first year mathematics, the need for mathematics to be set within the context of engineering applications, opportunities for joint teaching projects and a greater role for mathematical modelling.
In setting the scene for this Forum, some comments from recent graduates of Bachelor of Engineering programs are relevant.
These comments came from a survey of graduates seeking input on how the mathematics component of their degree studies was assisting them in carrying out their professional duties.
“There has not been a direct relationship between the mathematics course and other subjects taught… no effort was made to link the mathematics and its applications.”
“I have not even thought about using any maths I learnt at university. At this point in time, everything I learning in high school is sufficient.”
Despite the fact that there have been recent reports stressing the importance of mathematics in engineering education, is it time to critically examine just how much mathematics is required, what sort of mathematics is needed and how do we integrate it into an engineering context?
Should mathematics in engineering education be part of a multidiscipline approach rather than taught as a “service subject”?