Mathematics Education for Engineering Technology Students - A Bridge Too Far?

被引：5

作者：

Abdullah, Noraishiyah ^{[1
,2
]}

机构：

[1] Univ Manchester, Oxford Rd, Manchester M13 9PL, Lancs, England

[2] Univ Kuala Lumpur, Kuala Lumpur, Malaysia

来源：

INTERNATIONAL JOURNAL OF ENGINEERING PEDAGOGY | 2013年 / 3卷

关键词：

APOS Theory; engineering technologists; engineering technology; mathematics;

D O I：

10.3991/ijep.v3iS2.2443

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Trying to decide what is best suited for someone or something is an ever enduring task let alone trying to prepare students with the right engineering mind. So 'how do you build an engineer?' if that is the right word. What is the right ingredient? Mathematics has been said as the most important foundation in engineers' life. Curriculum has been developed and reviewed over the years to meet this target. This work explores how much or lack of it has the curriculum prepares the future technologist to face the world of engineering technology as far as mathematics is concerned. Analysis of mathematics lectures, interviews of engineering technologist students and engineering technology subject lecturer is undertaken. Understand what each contributes help in understanding the picture that the current education is painting. Based on the theory of learning, APOS theory helps in explaining how students bridge their knowledge of mathematics when it comes to solving engineering technology problems. The question is, is it a bridge too far?

引用

页码：33 / 38

页数：6

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