Loughborough University
Leicestershire, UK
LE11 3TU
+44 (0)1509 263171
Loughborough University

Loughborough University Institutional Repository

Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/15428

Title: Strategies for teaching engineering mathematics
Authors: Mustoe, Leslie
Keywords: Mathematical education
Engineering mathematics
Case studies
Mathematical modelling
Issue Date: 1988
Publisher: © L.R. Mustoe
Abstract: This thesis is an account of experiments into the teaching of mathematics to engineering undergraduates which have been conducted over twenty years against a background of changing intake ability, varying output requirements and increasing restrictions on the formal contact time available. The aim has been to improve the efficiency of the teaching-learning process. The main areas of experimentation have been the integration in the syllabus of numerical and analytical methods, the incorporation of case studies into the curriculum and the use of micro-based software to enhance the teaching process. Special attention is paid to courses in Mathematical Engineering and their position in the spectrum of engineering disciplines. A core curriculum in mathematics for undergraduate engineers is proposed and details are provided of its implementation. The roles of case studies and micro-based software are highlighted. The provision of a mathematics learning resource centre is considered a necessary feature of the implementation of the proposed course. Finally, suggestions for further research are made.
Description: A Doctoral Thesis. Submitted in partial fulfilment of the requirements for the award of Doctor of Philosophy of Loughborough University.
URI: https://dspace.lboro.ac.uk/2134/15428
Appears in Collections:PhD Theses (Maths)

Files associated with this item:

File Description SizeFormat
Thesis-1988-Mustoe.pdf10.4 MBAdobe PDFView/Open
Form-1988-Mustoe.pdf33.83 kBAdobe PDFView/Open


SFX Query

Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.