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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/17504

Title: Mathematics and its value for engineering students: what are the implications for teaching?
Authors: Harris, Diane
Black, Laura
Hernandez-Martinez, Paul
Pepin, Birgit
Williams, Julian
TransMath Team
Keywords: Engineering
Higher education
Issue Date: 2014
Publisher: © Taylor and Francis Ltd.
Citation: HARRIS, D. ... et al, 2014. Mathematics and its value for engineering students: what are the implications for teaching? International Journal of Mathematical Education in Science and Technology, 46 (3), pp. 321-336.
Abstract: Mathematics has long been known to be problematic for university engineering students and their teachers, for example, Scanlan.[1] 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.
Description: This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 19th November 2014, available online: http://dx.doi.org/10.1080/0020739X.2014.979893
Sponsor: As the author of this paper I recognize the contribution made by the team in collection of data, design of instruments and project, and discussions involving analyses and interpretations of the results. I would also like to acknowledge the support of the Economic and Social Research Council TransMaths Award RES-062-23-1213.
Version: Accepted for publication
DOI: 10.1080/0020739X.2014.979893
URI: https://dspace.lboro.ac.uk/2134/17504
Publisher Link: http://dx.doi.org/10.1080/0020739X.2014.979893
ISSN: 0020-739X
Appears in Collections:Published Articles (Mathematics Education Centre)

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