REMIT: Mathematics in the University Education of Engineers

Abstract

L ast year, the Ove Arup Foundation commissioned myself and my colleague, Professor Richard Noss, to undertake a small research project to survey the current roles of mathematics in undergraduate engineering education in the UK, with a particular focus on civil engineering, and to identify some visions of future directions for the teaching of mathematics. The research took place from May to December 2002, using a methodology of interviews and visits with universities, professional institutions and civil engineering companies, supported by a literature review and a questionnaire survey of university civil engineering departments. The final report on the research has just been published (see below for download addresses).

Does students' confidence in their ability in mathematics matter?

“…However their confidence, liking and motivation can be changed at university, albeit slowly according to Kent and Noss (2003). These models indicate that whilst past qualifications produced the greatest effect, the effect of these subjective and potentially modifiable attributes was measurable and worth paying attention to.…”

“…and proposed cycles of positive attitudes, effort and success for learning mathematics, and contrasting negative cycles (Ernest, 2000). In their report on the mathematical education of engineers, Kent and Noss (2003) described the process to improve students' mathematical confidence as 'a slow process, which cannot be achieved through quick remediation, unlike the problem of "filling in" some gaps in mathematical knowledge'.…”

University Students’ Views of the Role of Mathematics in Their Future

“…In the career responses, a small but noticeable number of students (around 4%) stated that computers would be doing their mathematical work for them, which could almost have been interpreted as a computational idea of mathematics and classified in the procedural conception. This is, however, a view that is important to address in teaching strategies as it resonates with research by Kent and Noss (2003) about the use of mathematics and computers in the engineering workplace.…”

Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum – Comparing Views of Junior and Senior Engineering Students in Two Countries

“…For example, Flegg, Mallet and Lupton (2012, p. 718) state that "there seems to be no consistent, research-informed, view of how, what, when and by whom mathematics should be taught to engineering students". Even if a strong mathematical training is seen as necessary for becoming a competent engineer (Kent & Noss, 2003), the kind of mathematical knowledge employers ask for varies (Nguyen, 1998). The employers interviewed by Kent and Noss (2003), for example, put more emphasis on an holistic awareness of the mathematical needs for engineering work than on manipulative skill (p. 9).…”

“…Even if a strong mathematical training is seen as necessary for becoming a competent engineer (Kent & Noss, 2003), the kind of mathematical knowledge employers ask for varies (Nguyen, 1998). The employers interviewed by Kent and Noss (2003), for example, put more emphasis on an holistic awareness of the mathematical needs for engineering work than on manipulative skill (p. 9). Referring to Keith Devlin, Flegg et al (2012) argue that a mainly procedural view on mathematics "may obscure the role that thinking mathematically plays in engineering practices" (p. 718).…”