id: 06430678
dt: j
an: 2015c.00322
au: Harris, Diane; Black, Laura; Hernandez-Martinez, Paul; Pepin, Birgit;
Williams, Julian; TransMaths Team
ti: Mathematics and its value for engineering students: what are the
implications for teaching?
so: Int. J. Math. Educ. Sci. Technol. 46, No. 3, 321-336 (2015).
py: 2015
pu: Taylor \& Francis, Abingdon, Oxfordshire
la: EN
cc: D35 D45 M55
ut: engineering students; higher education; transition; problems
ci:
li: doi:10.1080/0020739X.2014.979893
ab: Summary: Mathematics has long been known to be problematic for university
engineering students and their teachers. This paper presents recent
data gathered from interviews with engineering students who experienced
problems with mathematics and their lecturers during their transition
through the first year in different programme contexts. Our interviews
with the students reveal how they understand the relation between
engineering and mathematics and we draw on the concept of ‘use- and
exchange-value’ to explore this relationship more fully. This paper
challenges both the pedagogical practice of teaching non-contextualized
mathematics and the lack of transparency regarding the significance of
mathematics to engineering. We conclude that the value of mathematics
in engineering remains a central problem, and argue that mathematics
should be a fundamental concern in the design and practice of
first-year engineering.
rv: