Interrelated teaching Case study approach Pharmaceutical production Tape/slide for educators Mathematical education Mathematics in industry Teaching measurement Teacher training Team teaching Technical colleges
Reports and consultative documents published at national
level since about 1980 have indicated that British Industry
must look to modern technology and also educate and train
its workers on a 'broad base', with an 'integrated' approach.
Traditionally, and still very much the mode of operation,
teaching has been confined within subject boundaries.
A research group was established by Professor Bajpai
consisting of the author, Mr Rod Bond (Burleigh Community
College, Loughborough) and a few others working overseas to
investigate a teaching strategy based on an interrelated
approach to teaching mathematics. Measurement was chosen
as the first topic of investigation using this approach which
then formed the basis for further research undertaken by the
two research workers of the group whose work is reported in
the form of two theses.
This thesis aims to show that mathematics is naturally related
to science and technology in industrial practice and that when
taught in an interrelated way it would be more interesting and
have more relevance to real applications in technology-based employment at craft and technician levels. To help establish
the case experiments carried out by the author are referred
to; these include a few case studies, a questionnaire survey
and results analysed from more than five hundred basic
The various kinds of mathematics taught in further education
are described and compared with mathematics in a practical
context as seen from a case study within an engineering
training school. Next a survey of mathematics at work shows
that, like the training school, there is a task associated
with the mathematics which is also related to science or
technology or both. Another case study in the pharmaceutical
industry lends further support to the way mathematics is used
in industry. Much of the mathematics also seems to be basic
and used in association with measurement and a particular
task. It was decided by the research group that a tape/slide
programme on measurement for students and educators should be
developed by the author and tested in different situations. Teaching modules on relevant mathematical topics based on the
interrelated approach were constructed for students with strong
support from industry in the form of materials and advice.
Testing of these modules, in their original and revised forms
after feedback, is described. These trials were also carried
out in other establishments.
Modules based upon the interrelated approach developed by
the author formed a basis for promoting the underlying
philosophy behind this approach. These were presented to
educators in in-service training and staff development
programmes in the north western region of the UK with success.
Observations and conclusions drawn clearly indicate that this
type of method makes mathematics more interesting and
relevant for students of different abilities and backgrounds.
Finally pointers are given in the thesis as to the wider use
and promotion of this approach for teaching mathematics in
A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy of Loughborough University.