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Zeitschriftenartikel zum Thema „Engineering mathematics“

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Autor: Grafiati

Veröffentlicht am 4. Juni 2021

Zuletzt aktualisiert am 3. März 2023

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1

Molina, J. A. López, und M. Trujillo. „Mathematica Software in Engineering Mathematics Classes“. International Journal of Mechanical Engineering Education 33, Nr. 3 (Juli 2005): 244–50. http://dx.doi.org/10.7227/ijmee.33.3.6.

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In this paper we show the advantages of using Mathematica software in engineering mathematics classes through the study of an example problem concerning heat conduction in a slab. Firstly the problem is solved from the point of view of a parabolic model of heat conduction, and secondly from the viewpoint of a hyperbolic model.

2

Raveh, Ira, Elena Trotskovsky und Nissim Sabag. „Mathematical Understanding vs. Engineering Understanding: Engineering Students’ Perceptions“. International Research in Higher Education 2, Nr. 2 (26.05.2017): 15. http://dx.doi.org/10.5430/irhe.v2n2p15.

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The current study explores how BSc engineering students at an academic college of engineering perceive engineering and mathematical understanding and the interrelationships between them. The theoretical framework for this research includes three main aspects of engineering and mathematical understanding: procedural, conceptual, and applicable. The participants were thirty BSc students from different engineering disciplines who answered a four-open-items questionnaire that included three questions dealing with specific mathematical and engineering subjects and one general question. Content analysis of the students' answers revealed that all three aspects were reflected in the students' answers. More responses were recognized in student answers to the specific questions than to the general question. The procedural aspect was very prominent among the students’ responses to the specific mathematics and engineering subject. Regarding the answers to the general question, it can be induced that students possess general perceptions of mathematic understanding as procedural and conceptual, but not applicable; and engineering understanding as conceptual and applicable, but not procedural. Concerning relationships between mathematical and engineering understanding, more than one third of the students claimed that mathematics is a tool for engineering; yet, at the same time, not even one student addressed applicable aspects of mathematical understanding in the general question. This fact stresses the students’ detached general perception of mathematical understanding as not applicable.

3

Gayoso Martínez, Víctor, Luis Hernández Encinas, Agustín Martín Muñoz und Araceli Queiruga Dios. „Using Free Mathematical Software in Engineering Classes“. Axioms 10, Nr. 4 (12.10.2021): 253. http://dx.doi.org/10.3390/axioms10040253.

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There are many computational applications and engines used in mathematics, with some of the best-known arguably being Maple, Mathematica, MATLAB, and Mathcad. However, although they are very complete and powerful, they demand the use of commercial licences, which can be a problem for some education institutions or in cases where students desire to use the software on an unlimited number of devices or to access it from several of them simultaneously. In this contribution, we show how GeoGebra, WolframAlpha, Python, and SageMath can be applied to the teaching of different mathematical courses in engineering studies, as they are some of the most interesting representatives of free (and mostly open source) mathematical software. As the best way to show a topic in mathematics is by providing examples, this article explains how to make calculations for some of the main topics associated with Calculus, Algebra, and Coding theories. In addition to this, we provide some results associated with the usage of Mathematica in different graded activities. Moreover, the comparison between the results from students that use Mathematica and students that participate in a “traditional” course, solving problems and attending to master classes, is shown.

4

Middleton, D., A. C. Bajpai, L. R. Mustoe und D. Walker. „Engineering Mathematics“. Mathematical Gazette 74, Nr. 468 (Juni 1990): 188. http://dx.doi.org/10.2307/3619395.

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5

Gonthier, Georges. „Engineering mathematics“. ACM SIGPLAN Notices 48, Nr. 1 (23.01.2013): 1–2. http://dx.doi.org/10.1145/2480359.2429071.

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6

Lohgheswary, N., Z. M. Nopiah, E. Zakaria, A. A. Aziz und F. N. D. A. Samah. „Development of the Engineering Mathematics Lab Module with Mathematica“. Journal of Engineering and Applied Sciences 14, Nr. 6 (31.12.2019): 1840–46. http://dx.doi.org/10.36478/jeasci.2019.1840.1846.

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7

Prahmana, Rully Charitas Indra, Tri Sutanti, Aji Prasetya Wibawa und Ahmad Muhammad Diponegoro. „MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS“. Infinity Journal 8, Nr. 2 (30.09.2019): 179. http://dx.doi.org/10.22460/infinity.v8i2.p179-188.

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Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.

8

Grady, Allan, und Ladis D. Kovach. „Advanced Engineering Mathematics“. Mathematical Gazette 69, Nr. 448 (Juni 1985): 155. http://dx.doi.org/10.2307/3616964.

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9

Harding, A. T., J. A. Cochran, H. C. Wiser und B. J. Rice. „Advanced Engineering Mathematics“. Mathematical Gazette 72, Nr. 460 (Juni 1988): 154. http://dx.doi.org/10.2307/3618955.

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10

Chorlton, Frank, und K. A. Stroud. „Further Engineering Mathematics“. Mathematical Gazette 75, Nr. 473 (Oktober 1991): 383. http://dx.doi.org/10.2307/3619541.

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11

Stern, Martin D., A. C. Bajpai, L. R. Mustoe und D. Walker. „Advanced Engineering Mathematics“. Mathematical Gazette 75, Nr. 472 (Juni 1991): 246. http://dx.doi.org/10.2307/3620303.

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12

Holland, F. „Advanced Engineering Mathematics“. Irish Mathematical Society Bulletin 0016 (1986): 82–85. http://dx.doi.org/10.33232/bims.0016.82.85.

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13

Sollero, P. „Advanced engineering mathematics“. Engineering Analysis with Boundary Elements 9, Nr. 2 (Januar 1992): 190. http://dx.doi.org/10.1016/0955-7997(92)90066-g.

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14

Hall, Anthony. „Software engineering mathematics“. Science of Computer Programming 12, Nr. 2 (Juli 1989): 168–70. http://dx.doi.org/10.1016/0167-6423(89)90045-2.

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15

Hussin, Husnira Binti, Marina Binti Majid und Rohayu Binti Ab Wahab. „Relationship of Secondary School Mathematics Achievement with Engineering Mathematics 2 in Polytechnics“. Jurnal Konseling dan Pendidikan 6, Nr. 3 (30.11.2018): 160. http://dx.doi.org/10.29210/128300.

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Engineering Mathematics 2 is one of the core courses for all diploma-level engineering students in Malaysian Polytechnic. From the statistics obtained, students achievement in the Engineering Mathematics 2 course (DBM2013) is still moderate and less satisfactory. This is because the subject of Engineering Mathematics 2 is mostly related to calculus and only students who have taken Additional Mathematics subject during secondary school had a basic in the Engineering Mathematics 2. Thus, this research was developed to see the relationship and influence of Mathematics subject during secondary school level, especially Additional Mathematics with the subject of Engineering Mathematics 2 in Polytechnic. High school achievement was measured using the Sijil Pelajaran Malaysia (SPM) examination results in Additional and Modern Mathematic subjects. Meanwhile, the results in the polytechnic level were measured from the final result of the Engineering Mathematics 2 course. The research used secondary data obtained from the examination unit from 2442 students of Semester 2 of Diploma in Civil Engineering (JKA), Diploma in Electrical Engineering (JKE) and Diploma in Mechanical Engineering JKM) at Polytechnic Sultan Mizan Zainal Abidin (PSMZA). Data obtained were processed and analyzed using Microsoft Excel 2010 and Statistical Packages For Social Sciences (SPSS) version 23.0 through Easy Linear Regression Analysis. The findings from the regression analysis showed that there was a significant positive correlation between the achievement of Mathematics during secondary schools with the achievement of Engineering Mathematics 2 in polytechnics and it also proved that Additional Mathematics is one of the medium for student’s excellence in Engineering Mathematics 2 at polytechnics.

16

More, M. „Mathematics and engineering in real life through mathematical competitions“. International Journal of Mathematical Education in Science and Technology 49, Nr. 2 (27.10.2017): 305–21. http://dx.doi.org/10.1080/0020739x.2017.1387297.

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17

Lohgheswary, N., Z. M. Nopiah, E. Zakaria, A. A. Aziz und S. Salmaliza. „Identifying Common Engineering Mathematics Topics for Innovative Learning of Engineering Mathematics“. Journal of Engineering and Applied Sciences 14, Nr. 20 (31.10.2019): 7765–70. http://dx.doi.org/10.36478/jeasci.2019.7765.7770.

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18

Taleyarkhan, Meher R., Anne M. Lucietto und Therese M. Azevedo. „How Engineering Technology Students Perceive Mathematics“. Journal of Research in Science Mathematics and Technology Education 4, Nr. 1 (15.01.2020): 23–43. http://dx.doi.org/10.31756/jrsmte.413.

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Engineering Technology (ET) is often combined with that of Engineering. Although EngineeringTechnology is based on a more hands-on approach and Engineering a theoretical approach, the two majors share avery similar pedagogy in teaching students the same engineering and scientific principles. An observation by anET professor found that ET students more often than not would eschew the use of mathematical computations andinstead provide answers they believe to be correct, without computation or explanation. Leading researchers todelve into possible reasons as to why ET students are reluctant to utilize mathematics. This study utilized in-personinterviews with 15 undergraduate participants from a Midwestern University in the United States of America fromET to ascertain how ET students perceive mathematics. The results of the study found that although ET studentswere stated to not hate mathematics and are open to using mathematics, there was a slight apprehension towardsmath due to bad math experiences and not being able to connect the conceptual nature of mathematics to the visualand real-life scenarios ET students are used to facing. The results of this study help to lay the foundation for futureresearch studies geared towards further understanding why ET students are apprehensive towards mathematics andultimately how to help ET students overcome this apprehension.

19

Scott, Paul J., und Alistair B. Forbes. „Mathematics for modern precision engineering“. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 370, Nr. 1973 (28.08.2012): 4066–88. http://dx.doi.org/10.1098/rsta.2011.0379.

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The aim of precision engineering is the accurate control of geometry. For this reason, mathematics has a long association with precision engineering: from the calculation and correction of angular scales used in surveying and astronomical instrumentation to statistical averaging techniques used to increase precision. This study illustrates the enabling role the mathematical sciences are playing in precision engineering: modelling physical processes, instruments and complex geometries, statistical characterization of metrology systems and error compensation.

20

Lee, Sang-Gu, Jae Hwa Lee, Jun H. Park und Eung-Ki Kim. „Interactive Engineering Mathematics Laboratory“. Communications of Mathematical Education 30, Nr. 3 (30.09.2016): 281–94. http://dx.doi.org/10.7468/jksmee.2016.30.3.281.

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21

Mustoe, Leslie. „Mathematics in engineering education“. European Journal of Engineering Education 27, Nr. 3 (September 2002): 237–40. http://dx.doi.org/10.1080/0304790210141546.

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22

Bird, John. „Engineering Mathematics, 3rd edn“. Measurement Science and Technology 13, Nr. 4 (19.03.2002): 643. http://dx.doi.org/10.1088/0957-0233/13/4/702.

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23

Boute, Raymond. „Why mathematics needs engineering“. Journal of Logical and Algebraic Methods in Programming 85, Nr. 5 (August 2016): 867–78. http://dx.doi.org/10.1016/j.jlamp.2016.01.001.

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24

Sanders, Sam. „Reverse-engineering Reverse Mathematics“. Annals of Pure and Applied Logic 164, Nr. 5 (Mai 2013): 528–41. http://dx.doi.org/10.1016/j.apal.2012.11.006.

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25

Gopal, Тadepalli. „Teaching Mathematics with the Software Engineering Body of Knowledge“. Innovative STEM Education 4, Nr. 1 (10.06.2022): 8–12. http://dx.doi.org/10.55630/stem.2022.0401.

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It is a fact that employability of the graduates and post-graduates in engineering disciplines does not explicitly require any specific mathematical knowledge. It is unfortunate but true that even though Mathematics is the foundation of computer science it is now being considered as a totally separate subject. The inclusion of topics from Mathematics in the Computing Curricula all over the world has often times been very tough to justify. Mathematical foundations any beyond the first year in a typical Undergraduate Engineering programme are rarely found in the computing curricula today. The author is associated with working on teaching computer science to K-12 schools. Integrating Computer Science and Mathematics has a huge potential but so are the risks. The focus is the IEEE Software Engineering Body of Knowledge [SWEBOK].

26

Telgarsky, Rastislav. „Mathematics and Engineering Innovation Inspired by Nature“. Tatra Mountains Mathematical Publications 61, Nr. 1 (01.12.2014): 1–85. http://dx.doi.org/10.2478/tmmp-2014-0028.

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Abstract Observation of nature and design of experiments inspires new mathematical investigations often resulting in new computer algorithms and constructions of new devices. This paper attempts to collect many cases where mathematics is inspired by the nature, and leads to direct applications in engineering.

27

Rocha, Helena. „Mathematical proof: from mathematics to school mathematics“. Philosophical Transactions of the Royal Society A: Mathematical, Physical and Engineering Sciences 377, Nr. 2140 (21.01.2019): 20180045. http://dx.doi.org/10.1098/rsta.2018.0045.

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Proof plays a central role in developing, establishing and communicating mathematical knowledge. Nevertheless, it is not such a central element in school mathematics. This article discusses some issues involving mathematical proof in school, intending to characterize the understanding of mathematical proof in school, its function and the meaning and relevance attributed to the notion of simple proof. The main conclusions suggest that the idea of addressing mathematical proof at all levels of school is a recent idea that is not yet fully implemented in schools. It requires an adaptation of the understanding of proof to the age of the students, reducing the level of formality and allowing the students to experience the different functions of proof and not only the function of verification. Among the different functions of proof, the function of explanation deserves special attention due to the illumination and empowerment that it can bring to the students and their learning. The way this function of proof relates to the notion of simple proof (and the related aesthetic issues) seems relevant enough to make it, in the future, a focus of attention for the teachers who address mathematical proof in the classroom. This article is part of the theme issue ‘The notion of ‘simple proof’ - Hilbert's 24th problem’.

28

Nicolescu, Bogdan, und Tiberiu Macarie. „About The Role Of The Mathematics In The Engineering Education“. Balkan Region Conference on Engineering and Business Education 1, Nr. 1 (15.08.2014): 403–6. http://dx.doi.org/10.2478/cplbu-2014-0065.

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AbstractIt is evident that the development of future generations with the right skills and knowledge, for a career in engineering at all levels, is essential for the future economic prosperity of any country. Moreover, in the future we will need professional engineers with greater interdisciplinary understanding, and with more specialist skills. So, we will need a deeper understanding of the sciences that underpin the art of engineering, and we will therefore need to know which are the mathematical skills needed to apply these sciences. Because advances in the use of information technology and computers have transformed engineering analytical techniques, production and management processes, it raises some questions: What is and will be the role of mathematics in the education of engineering? What mathematical skills are needed for the engineers of tomorrow, and how and when these might best be acquired? This paper is dedicated to an objective analysis of the positioning of mathematics courses to those of specialized training mechanical engineers. Both authors share their extensive experience in teaching mathematics and science of mechanical engineering at the Faculty of Mechanical Engineering.

29

Karamyshev, Anton N., und Zhanna I. Zaytseva. „“MATHEMATICA” IN TEACHING STUDENTS MATHEMATICS“. Práxis Educacional 15, Nr. 36 (04.12.2019): 610. http://dx.doi.org/10.22481/praxisedu.v15i36.5937.

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The relevance of the topic of the article is due to the process of modernization of higher mathematical education in Russia, which has led to a significant change in curricula and the need to look for ways and forms of training that would allow students to learn the necessary material within the time granted for studying, while obtaining the maximum necessary amount of skills, knowledge, and competencies. The objective of the article is to justify the ways and principles of the development and implementation of new pedagogical and information technologies in the educational process, the organization of professional education of students in technical areas based on the integration of mathematics and computer science. The leading method of the study of this problem is the methodological analysis and subsequent synthesis, which, by analyzing the didactic content of the sections in mathematics and the possibilities of the computer mathematical environment called Mathematica, reveals the necessary methods and ways of developing and using modern computer technologies in the mathematical education of engineering students. It is proved that one of the main tools for implementing the methods for solving the indicated problem should be considered a computer, namely, the mathematical environment called Mathematica, and the basic principles of its systemic implementation in the educational process of the university have been identified. The materials of the article may be useful to teachers of mathematical disciplines of higher educational institutions, the computer programs and pedagogical software products created in Mathematica can serve as models for the development of similar pedagogical software products.

30

Fasinu, George Vojo, und Busisiwe Precious Alant. „University electronics engineering students’ approaches of integrating mathematical ideas into the learning of physical electronics in basic electronics“. Eurasia Journal of Mathematics, Science and Technology Education 19, Nr. 1 (06.01.2023): em2214. http://dx.doi.org/10.29333/ejmste/12797.

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The limited knowledge of mathematical ideas and the high dropout rate of students in the schools of engineering throughout the country each year is alarming. One of the reasons attributed to this high failure rate is the students’ inability to integrate and apply the main mathematics constructs covered in the engineering courses. In this regard, this paper takes as its point of departure that the integration of mathematical concepts in engineering courses is unavoidable, particularly, in physical electronics. It gives credence to the objectives of engineering courses, that students should be able to interpret mathematics during design, apply appropriate technology to solve natural and man-made problems, evaluate engineering solutions, and appreciate a broad spectrum of knowledge. It thus argues for the use of a practical pedagogical multidisciplinary integrative model in the learning and teaching of engineering courses. The focus of the paper is on electronic engineering students’ knowledge of the mathematical ideas adopted and how the students blend and integrate advanced mathematics into their learning of physical electronics in a basic electronics course. The participants report that certain strategies are adopted when integrating mathematical concepts into the teaching and learning of physical electronics. These include Identification of the problem, selection of appropriate mathematical ideas, the analysis of the problem mathematics concepts, recognizing the degree of the mathematics concepts usage during integration, memorization method and the final result of interdisciplinary integration. This study was carried out using a qualitative approach of data collection in order to report a naturalistic view of the 15 electronics engineering students learning physical electronics as a course.

31

Summit, Raymond. „A computer laboratory program in engineering mathematics to enhance mathematical conceptualisation“. ANZIAM Journal 51 (02.06.2010): 280. http://dx.doi.org/10.21914/anziamj.v51i0.2616.

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32

Et. al., Rashmi Sharma,. „Applications Of Mathematical-Oriented Elements And Approaches In Civil Engineering: A Critical Review“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 2 (11.04.2021): 2836–44. http://dx.doi.org/10.17762/turcomat.v12i2.2315.

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The rapid technological modernization in civil engineering is diligentlyconnected to the inte: rdependenceamongst mathematics and civil engineering. This demands civil professionals be more competent and trustworthy in their mathematical and engineering abilities. This paper reviews the tendencies of engineering complications that involvemathematical-oriented fundamentals. Introductions to the civil engineers at the place of workproposeunderstandings of the nature of complications in the actualbackground and an examination of the mathematical-oriented fundamentals in cracking these difficulties. The findings recommendthat the mathematicalinformative endeavours assimilatetrustworthy problem-solving understandings for civil engineering scholars. Functioning research is one of the modernsubdivisions of practical mathematics. Due to the extensive applicability and substantialusefulness, its expansion became significant, the business revolution and the spectacular growth of the calculationprocedure had animportant role. The operative research deals with the resilience of afinestconclusion as a symbol of the defrayal of deterministic and stochastic depictionsorganized for the learning of monetary andorganizationalspectacles. From a rationalmethodology, the development of the elaboration of a conclusion is edged by numerous decisional prototypes, as well as the eminence quodictating the settlement commissioning a result is measured by the volume, erection and excellence of the existingdata. Subsequently, the supervisors may use mathematical prototypes of optimization which are supportive for captivating a conclusion under the conditions of reliability, which means all importantessentials are known, as following: Decisional imitation; Decisional board; thepractice of global utility. In most of the subjectsacknowledged, it is assetobserving that the use of mathematics is extensively applied in civil and structural engineering complications. The uncontaminated mathematical connotations seem to be subliminallysecreted and entrenched behind the ‘civil and structural’ of the complications, but it remains appropriate to know whereverdiagnostic results originated from. Therefore, it can beaccomplished that the mathematics-oriented acutethoughtfulfundamentals are suggestivelyrequired to crackseveral civil engineering places of work problems.

33

Et. al., Lovneesh Sharma,. „Applications Of Mathematical-Oriented Elements And Approaches In Civil Engineering: A Critical Review“. Turkish Journal of Computer and Mathematics Education (TURCOMAT) 12, Nr. 2 (11.04.2021): 2945–52. http://dx.doi.org/10.17762/turcomat.v12i2.2333.

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The rapid technological modernization in civil engineering is diligentlyconnected to the interdependenceamongst mathematics and civil engineering. This demands civil professionals be more competent and trustworthy in their mathematical and engineering abilities. This paper reviews the tendencies of engineering complications that involvemathematical-oriented fundamentals. Introductions to the civil engineers at the place of workproposeunderstandings of the nature of complications in the actualbackground and an examination of the mathematical-oriented fundamentals in cracking these difficulties. The findings recommendthat the mathematicalinformative endeavours assimilatetrustworthy problem-solving understandings for civil engineering scholars. Functioning research is one of the modernsubdivisions of practical mathematics. Due to the extensive applicability and substantialusefulness, its expansion became significant, the business revolution and the spectacular growth of the calculationprocedure had animportant role. The operative research deals with the resilience of afinestconclusion as a symbol of the defrayal of deterministic and stochastic depictionsorganized for the learning of monetary andorganizationalspectacles. From a rationalmethodology, the development of the elaboration of a conclusion is edged by numerous decisional prototypes, as well as the eminence quodictating the settlement commissioning a result is measured by the volume, erection and excellence of the existingdata. Subsequently, the supervisors may use mathematical prototypes of optimization which are supportive for captivating a conclusion under the conditions of reliability, which means all importantessentials are known, as following: Decisional imitation; Decisional board; thepractice of global utility. In most of the subjectsacknowledged, it is assetobserving that the use of mathematics is extensively applied in civil and structural engineering complications. The uncontaminated mathematical connotations seem to be subliminallysecreted and entrenched behind the ‘civil and structural’ of the complications, but it remains appropriate to know whereverdiagnostic results originated from. Therefore, it can beaccomplished that the mathematics-oriented acutethoughtfulfundamentals are suggestivelyrequired to crackseveral civil engineering places of work problems.

34

Dékány, Kornélia Éva. „Engineering and Economic Mathematics for Engineering Management Students“. Teaching Mathematics and Computer Science 15, Nr. 1-2 (11.12.2017): 35–50. http://dx.doi.org/10.5485/tmcs.2017.0430.

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35

Llopis-Albert, Carlos, und Daniel Palacios-Marques. „Applied Mathematical Problems in Engineering“. Multidisciplinary Journal for Education, Social and Technological Sciences 3, Nr. 2 (03.10.2016): 1. http://dx.doi.org/10.4995/muse.2016.6679.

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There is a close relationship between engineering and mathematics, which has led to the development of new techniques in recent years. Likewise the developments in technology and computers have led to new ways of teaching mathematics for engineering students and the use of modern techniques and methods. This research aims to provide insight on how to deal with mathematical problems for engineering students. This is performed by means of a fuzzy set/Qualitative Comparative Analysis applied to conflict resolution of Public Participation Projects in support to the EU Water Framework Directive.

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Maat, Siti Mistima, Effandi Zakaria, Norazah Nordin und Mohamed Amin Embi. „Engineering Technology Students’ Mathematics Beliefs and Attitude towards Mathematics“. International Journal of Learning: Annual Review 17, Nr. 3 (2010): 201–10. http://dx.doi.org/10.18848/1447-9494/cgp/v17i03/46866.

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37

Pertegal-Felices, Maria Luisa. „Didactics of Mathematics Profile of Engineering Students: A Case Study in a Multimedia Engineering Degree“. Education Sciences 10, Nr. 2 (07.02.2020): 33. http://dx.doi.org/10.3390/educsci10020033.

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Multimedia engineers develop digital content in a wide range of fields that require them to acquire skills in the development of web solutions for those fields. In this study, we evaluated the level of didactic knowledge of mathematics that Multimedia Engineering degree students possess. The aim was to determine whether they are prepared to conceive, design and develop educational multimedia tools for teaching mathematics to primary school children. For this evaluation, the Didactic–Mathematical Knowledge and Elementary Algebraic Reasoning (DMK/EAR) test was carried out on a sample of 50 students in the second year of a Multimedia Engineering Degree. The results were compared with those of teacher training students who receive specific training in mathematics didactics. The study shows that, for most of the variables analysed, the Multimedia student scored better or comparatively equal to the teaching trainee. In conclusion, students of Multimedia Engineering have a solid foundation in the didactics of mathematics, although some deficiencies have been detected in the cognitive dimension and the content in structures, which indicate that they would need to complete their training in these areas.

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Prabakaran, R. „Issues in Teaching Engineering Mathematics“. Journal of Statistics and Mathematical Engineering 7, Nr. 1 (29.01.2021): 5–8. http://dx.doi.org/10.46610/josme.2021.v07i01.002.

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39

Gjonbalaj, Qefsere Doko. „Engineering Mathematics and Modern Technology“. International Journal of Educational Technology and Learning 2, Nr. 1 (2018): 8–13. http://dx.doi.org/10.20448/2003.21.8.13.

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Beretta, Elena, Alberto Gandolfi und C. C. A. Sastri. „Mathematics and Innovation in Engineering“. Key Engineering Materials 380 (März 2008): 3–14. http://dx.doi.org/10.4028/www.scientific.net/kem.380.3.

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Annotation:

We present some examples of mathematical discoveries whose original import was mainly theoretical but which later ended up triggering extraordinary ad- vances in engineering, sometimes all the way down to technological realizations and market products. The examples we cite include Markov chains and Markov random fields, spin glasses, large deviations and the inverse conductivity problem, and their effects in various areas such as communication and imaging technologies.

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Bland, J. A., und L. R. Mustoe. „Worked Examples in Engineering Mathematics“. Mathematical Gazette 71, Nr. 457 (Oktober 1987): 250. http://dx.doi.org/10.2307/3616793.

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Chambers, Ll G., L. R. Mustoe und M. D. J. Barry. „Mathematics in Engineering and Science“. Mathematical Gazette 83, Nr. 497 (Juli 1999): 380. http://dx.doi.org/10.2307/3619126.

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43

Bultheel, Adhemar, und Marc Van Barel. „Linear prediction: mathematics and engineering“. Bulletin of the Belgian Mathematical Society - Simon Stevin 1, Nr. 1 (1994): 1–58. http://dx.doi.org/10.36045/bbms/1103408452.

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44

O'Connor, J. F. „Mathematics in Food Engineering Research“. Irish Mathematical Society Bulletin 0017 (1986): 36–43. http://dx.doi.org/10.33232/bims.0017.36.43.

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45

Hatziargyriou, N. D. „Book Review: Advanced Engineering Mathematics“. International Journal of Electrical Engineering & Education 30, Nr. 3 (Juli 1993): 287. http://dx.doi.org/10.1177/002072099303000332.

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46

Davies, Alan. „Book Reviews: Further Engineering Mathematics“. International Journal of Electrical Engineering & Education 34, Nr. 2 (April 1997): 174–75. http://dx.doi.org/10.1177/002072099703400209.

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47

Steele, N. „Engineering mathematics--dare to hope?“ Teaching Mathematics and its Applications 22, Nr. 4 (01.12.2003): 199–208. http://dx.doi.org/10.1093/teamat/22.4.199.

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48

Larcombe, P. J. „Engineering mathematics: the crisis continues“. Engineering Science & Education Journal 7, Nr. 6 (01.12.1998): 273–81. http://dx.doi.org/10.1049/esej:19980609.

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49

Strang, Gilbert. „The Teaching of Engineering Mathematics“. Applied Mechanics Reviews 39, Nr. 9 (01.09.1986): 1319–21. http://dx.doi.org/10.1115/1.3149519.

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50

Henderson, Simi, und Philip Broadbridge. „Engineering Mathematics Education in Australia“. MSOR Connections 9, Nr. 1 (Februar 2009): 12–17. http://dx.doi.org/10.11120/msor.2009.09010012.

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