Relevant bibliographies by topics / Engineering mathematics

Academic literature on the topic 'Engineering mathematics'

Author: Grafiati
Published: 4 June 2021
Last updated: 3 March 2023

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Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Journal articles on the topic "Engineering mathematics":

1

Molina, J. A. López, and M. Trujillo. "Mathematica Software in Engineering Mathematics Classes." International Journal of Mechanical Engineering Education 33, no. 3 (July 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.
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Raveh, Ira, Elena Trotskovsky, and Nissim Sabag. "Mathematical Understanding vs. Engineering Understanding: Engineering Students’ Perceptions." International Research in Higher Education 2, no. 2 (May 26, 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, and Araceli Queiruga Dios. "Using Free Mathematical Software in Engineering Classes." Axioms 10, no. 4 (October 12, 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, and D. Walker. "Engineering Mathematics." Mathematical Gazette 74, no. 468 (June 1990): 188. http://dx.doi.org/10.2307/3619395.

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Gonthier, Georges. "Engineering mathematics." ACM SIGPLAN Notices 48, no. 1 (January 23, 2013): 1–2. http://dx.doi.org/10.1145/2480359.2429071.

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Lohgheswary, N., Z. M. Nopiah, E. Zakaria, A. A. Aziz, and F. N. D. A. Samah. "Development of the Engineering Mathematics Lab Module with Mathematica." Journal of Engineering and Applied Sciences 14, no. 6 (December 31, 2019): 1840–46. http://dx.doi.org/10.36478/jeasci.2019.1840.1846.

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Prahmana, Rully Charitas Indra, Tri Sutanti, Aji Prasetya Wibawa, and Ahmad Muhammad Diponegoro. "MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS." Infinity Journal 8, no. 2 (September 30, 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, and Ladis D. Kovach. "Advanced Engineering Mathematics." Mathematical Gazette 69, no. 448 (June 1985): 155. http://dx.doi.org/10.2307/3616964.

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Harding, A. T., J. A. Cochran, H. C. Wiser, and B. J. Rice. "Advanced Engineering Mathematics." Mathematical Gazette 72, no. 460 (June 1988): 154. http://dx.doi.org/10.2307/3618955.

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Chorlton, Frank, and K. A. Stroud. "Further Engineering Mathematics." Mathematical Gazette 75, no. 473 (October 1991): 383. http://dx.doi.org/10.2307/3619541.

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You might also be interested in the extended bibliographies on the topic 'Engineering mathematics' for particular source types:
Journal articles Dissertations / Theses Books

Dissertations / Theses on the topic "Engineering mathematics":

1

Cardella, Monica E. "Engineering mathematics : an investigation of students' mathematical thinking from a cognitive engineering perspective /." Thesis, Connect to this title online; UW restricted, 2006. http://hdl.handle.net/1773/10692.

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Mustoe, Leslie. "Strategies for teaching engineering mathematics." Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.

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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.
3

Zhou, Wenqin. "Symbolic computation techniques for large expressions from mathematics and engineering solving large expression problems from mathematics and engineering." Saarbrücken VDM Verlag Dr. Müller, 2007. http://d-nb.info/989356094/04.

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Barker, Fred James. "The effects of an engineering-mathematics course on freshmen students' mathematics self-efficacy." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/f_barker_031010.pdf.

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Thesis (M.S. in civil engineering)--Washington State University, May 2010.
Title from PDF title page (viewed on June 3, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 47-49).
5

Mahomed, Shaheed. "Integrating mathematics into engineering : a case study." Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1255.

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Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007
Twelve years into a democracy, South Africa still faces many developmental challenges. Since 2002 Universities of Technology in South Africa have introduced Foundational Programmes/provisions in their Science and Engineering programmes as a key mechanism for increasing throughput and enhancing quality. The Department of Education has been funding these foundational provisions since 2005. This Case Study evaluates an aspect of a Foundational provision in Mechanical Engineering, from the beginning of 2002 to the end of 2005, at a University of Technology, with a view to contributing to its improvemenl The Cape Peninsula University of Technology {CPUn, the locus for this Case Study, is the only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness in Mathematics for tertiary level study is a national and intemational phenomenon. There is thus a social interest in the evaluation of a Mathematics course that is part of a strategy towards addressing the shortage in Engineering graduates. This Evaluation of integration of the Foundation Mathematics course into Foundation Science, within the Department of Mechanical Engineering at CPUT, falls within the ambit of this social need. An integrated approach to cunriculum conception, design and implementation is a widely accepted strategy in South Africa and internationally; this approach formed the basis of the model used for the Foundation programme that formed part of this Evaluation. A review of the literature of the underpinnings of the model provided a theoretical framework for this Evaluation Study. In essence this involved the use of academic literacy theory together with learning approach theory to provide a lens for this Case Study.
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Burrell, Sandra Charlene. "Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.

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The problem at a local science, technology, engineering, mathematics (STEM) charter high school in this study, was that non-STEM teachers lacked the self-efficacy and background knowledge to integrate mathematics into their content-specific instructional activities. The goal of this study was to explore non-STEM teachers' self-efficacy for integrating mathematics across the STEM charter high school's curriculum. The conceptual framework of self-efficacy informed the study. A case study research design was chosen to develop an in-depth understanding of the problem. . Twelve of the 16 local school's non-STEM teachers agreed to participate in the study. Personal interviews were conducted to access non-STEM teachers' perspectives about mathematics integration, the challenges they encounter with meeting this requirement, and the strategies and resources needed to assist them with integrating mathematics into their disciplines. Data analysis consisted of coding and thematic analysis which revealed patterns related to the need for increasing teachers' self-efficacy for integrating mathematics into their instruction. Findings indicated a need for a professional development training project that provided course-specific examples of integrating mathematics into other content areas and increased collaboration between non-STEM and STEM teachers to plan and implement interdisciplinary lessons that include mathematics applications. Positive social change might occur as teachers who feel comfortable with STEM content across the curricula will be better able to meet the needs of all students and students who graduate with STEM capability will be well prepared for college and career paths.
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Czocher, Jennifer A. "Toward a description of how engineering students think mathematically." The Ohio State University, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=osu1371873286.

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DeBiase, Kirstie. "Teacher preparation in science, technology, engineering, and mathematics instruction." Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.

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The purpose of this qualitative case study was to gain a better understanding of how induction programs might effectively support STEM K?8 teacher preparation. American schools are not producing competent STEM graduates prepared to meet employment demands. Over the next decade, STEM employment opportunities are expected to increase twice as fast as all other occupations combined. To meet the economic needs, the STEM pipeline must be expanded to educate and produce additional STEM graduates. The meeting of this objective begins with having the teachers working in American classrooms fully prepared and trained in STEM content, curriculum, and pedagogy. Research shows that the interest in STEM subjects starts in elementary school and, therefore, the preparation of elementary teachers to be proficient in teaching STEM to their students is vital. However, most induction programs do not focus on preparing their teachers in STEM. This study researched the Alternative Induction Pathway (AIP) program, which had STEM preparation as one of its core outcomes in the Long Beach Unified School District (LBUSD). It investigated the program?s effectiveness in preparing K?8 teachers with STEM content knowledge, curriculum, pedagogical instruction preparation, and the program elements that contributed the most to their experience in the program and overall STEM preparation as a result. This study was carried out over the course of approximately 6 months. Data included focused interviews with participants as well as analysis of existing documents in order to triangulate perspectives from multiple sources. The AIP program had varied levels of effectiveness in STEM content, curriculum, and pedagogy preparation. Relationships between the induction mentor, the administration, and the participating teacher, when strong and positive, were powerful contributions to the success of the acquisition and integration of the STEM content, curriculum, and pedagogy. The most effective components of the AIP program were the monthly support groups, the curricular resources, and the professional development nights facilitating the teaching and learning process for the participating teacher in STEM integration. The results of this training included examples of well-planned and executed STEM lessons with creative risk-taking, and enhanced confidence for teachers and administrators alike. At the same time, the AIP program had struggles in achieving the desired outcomes of STEM integration, due to lack of preliminary training for program administrators in STEM integration, varied needs between the MS and SS credential teachers, and state standard requirements that spoke to science and mathematics, but not engineering or technology. The main recommendation for policy from the results of this study is that STEM should be woven into preservice and continue through induction and professional development to become one of the main tenets of curriculum development and standards of effective teaching. This policy would affect colleges of education and district induction programs, requiring that STEM courses be added or embedded into the credential pathways. However, this approach would ensure that STEM integration is supported academically as an important and valued aspect of the teacher?s entrance to their career, and that pre-service teachers are ready to take advantage of induction offerings on STEM integration in the induction phase and throughout their careers in continuing professional development. The study also provides practice and research recommendations in regard to possible roles and supports for mentor teachers, including their relationships with resident teachers, as well as suggestions for and to maximize the benefits for effective teaching and learning during the induction process.

9

Beaulieu, Jason. "A Dynamic, Interactive Approach to Learning Engineering and Mathematics." Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/32165.

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The major objectives of this thesis involve the development of both dynamic and interactive applications aimed at complementing traditional engineering and science coursework, laboratory exercises, research, and providing users with easy access by publishing the applications on Wolframs Demonstration website. A number of applications have been carefully designed to meet cognitive demands as well as provide easy-to-use interactivity. Recent technology introduced by Wolfram Mathematica called CDF (Computable Document Format) provides a resource that gives ideas a communication pipeline in which technical content can be presented in an interactive format. This new and exciting technology has the potential to help students enhance depth and quality of understanding as well as provide teachers and researchers with methods to convey concepts at all levels. Our approach in helping students and researchers with teaching and understanding traditionally difficult concepts in science and engineering relies on the ability to use dynamic, interactive learning modules anywhere at any time. The strategy for developing these applications resulted in some excellent outcomes. A variety of different subjects were explored, which included; numerical integration, Green's functions and Duhamel's methods, chaotic maps, one-dimensional diffusion using numerical methods, and two-dimensional wave mechanics using analytical methods. The wide range of topics and fields of study give CDF technology a powerful edge in connecting with all types of learners through interactive learning.
Master of Science
10

Rodman, Richard. "Connected knowledge in Science, Technology, Engineering, and Mathematics (STEM) education." Thesis, California State University, Long Beach, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3705635.

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This study investigated the learning preferences of female students enrolled in pre-requisite math classes that are gateway to chemistry, engineering, and physics majors at a 4-year public university in southern California. A gender gap exists in certain Science, Technology, Engineering, and Math (STEM) disciplines; this gap may be exacerbated by pedagogies that favor males and make learning more difficult for females. STEM-related jobs were forecast to increase 22% from 2004 to 2014. According to the U.S. Department of Labor, Women’s Bureau, only 18.8% of industrial engineers are female. From 2006 - 2011, at the institution where this study took place, the percentage of females who graduate with a Bachelor of Science in Engineering was 16.63%. According to the National Science Foundation, in 2010 there were 1.569 million “Engineering Occupations” in the U.S., of which only 200,000 (12.7%) were held by females. STEM professions are highly paid and prestigious; those members of society who hold these positions enjoy a secure financial and societal place.

This study uses the Women’s Ways of Knowing, Procedural Knowledge: Separate and Connected Knowing theoretical framework. A modified version of the Attitudes Toward Thinking and Learning Survey was used to assess student’s pedagogical preference. Approximately 700 math students were surveyed; there were 486 respondents. The majority of the respondents (n=366; 75.3%) were STEM students. This study did not find a statistically significant relationship between gender and student success; however, there was a statistically significant difference between the learning preferences of females and males. Additionally, there was a statistically significant result between the predictor variables gender and pedagogy on the dependent variable student self-reported grade. If Connected Knowledge pedagogies can be demonstrated to provide a significant increase in student learning, and if the current U.S. educational system is unable to produce sufficient graduates in these majors, then it seems reasonable that STEM teachers would be willing to consider best practices to enhance learning for females so long as male students’ learning is not devalued or diminished.

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Books on the topic "Engineering mathematics":

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S, Robertson John. Engineering mathematics with Mathematica. New York: McGraw Hill, 1995.

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Stroud, K. A. Engineering mathematics. 5th ed. New York: Industrial Press, 2001.

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Stroud, K. A. Engineering mathematics. 6th ed. Basingstoke [England]: Palgrave Macmillan, 2007.

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Stroud, K. A., and Dexter Booth. Engineering Mathematics. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1057/978-1-137-03122-8.

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Stroud, Ken A. Engineering Mathematics. New York, NY: Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4615-9653-0.

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Stroud, K. A. Engineering Mathematics. London: Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-12153-3.

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Stroud, K. A. Engineering Mathematics. London: Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18708-9.

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Evans, C. W. Engineering Mathematics. Boston, MA: Springer US, 1992. http://dx.doi.org/10.1007/978-1-4684-1412-7.

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Stroud, K. A. Engineering Mathematics. London: Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13547-9.

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Evans, C. W. Engineering Mathematics. Boston, MA: Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3280-8.

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Book chapters on the topic "Engineering mathematics":

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Sobot, Robert. "Engineering Mathematics." In Wireless Communication Electronics by Example, 3–35. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59498-5_1.

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Albertí Palmer, Miquel, Sergio Amat, Sonia Busquier, Pilar Romero, and Juan Tejada. "Mathematics for Engineering and Engineering for Mathematics." In New ICMI Study Series, 185–98. Cham: Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_17.

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O’Regan, Gerard. "Software Engineering Mathematics." In Texts in Computer Science, 283–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44561-8_17.

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O’Regan, Gerard. "Software Engineering Mathematics." In Undergraduate Topics in Computer Science, 303–18. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34209-8_19.

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O’Regan, Gerard. "Software Engineering Mathematics." In Texts in Computer Science, 297–312. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81588-2_18.

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O’Regan, Gerard. "Software Engineering." In Mathematics in Computing, 71–87. London: Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4534-9_4.

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Ng, Xian Wen. "Mathematics." In Engineering Problems for Undergraduate Students, 1–126. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13856-1_1.

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Javanbakht, Zia, and Andreas Öchsner. "Review of Engineering Mathematics." In Computational Statics Revision Course, 1–15. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67462-9_1.

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Gonthier, Georges. "Software Engineering for Mathematics." In Lecture Notes in Computer Science, 27. Berlin, Heidelberg: Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02614-0_4.

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Broy, Manfred. "Mathematics of software engineering." In Lecture Notes in Computer Science, 18–48. Berlin, Heidelberg: Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60117-1_3.

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Conference papers on the topic "Engineering mathematics":

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Gonthier, Georges. "Engineering mathematics." In the 40th annual ACM SIGPLAN-SIGACT symposium. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2429069.2429071.

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Carvalho, Paula, and Paula Oliveira. "Mathematics or Mathematics for Engineering?" In 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2018. http://dx.doi.org/10.1109/cispee.2018.8593463.

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Raveh, Ira, and Yael Furman Shaharabani. "FROM ENGINEERING TO MATHEMATICS TEACHING: INITIAL PERCEPTIONS OF MATHEMATICS, ENGINEERING AND TEACHING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0677.

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Rozli, Mohd Ikmal Fazlan, Siti Rahimah Rosseli, Kay Dora Abd Ghani, and Nor Hafizah Hanis Abdullah. "The comparison of attribute attainment between engineering and non-engineering students taking an engineering subject." In INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION (I-CMME) 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0109982.

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Florensa Ferrando, Ignasi, Iria Fraga Rivas, and Víctor Martínez Junza. "Mathematics education in engineering: a triple discontinuity?" In SEFI 50th Annual conference of The European Society for Engineering Education. Barcelona: Universitat Politècnica de Catalunya, 2022. http://dx.doi.org/10.5821/conference-9788412322262.1144.

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This paper focuses on the study of discontinuities in the teaching of mathematics in engineering within the framework of the anthropological theory of didactics (ATD) and, in particular, attempts to characterize the internal discontinuity between the teaching of mathematics and the role of mathematical activity in engineering subjects through an interview campaign with mathematics and engineering teachers. The first step of this research was the work piloting the interview protocol [12]. We now try to improve this protocol to overcome the fact that, even when both engineering and mathematics teachers seem to talk about the same content (solving linear systems, for example), the activity they are addressing is very different. Splitting the interview into two separate parts has allowed us to have a first online questionnaire that gives an explicit introduction about the notions of praxeology, the type of tasks and the technique of ATD to the interviewer and allows him/her to internalize them before conducting the live interview. The first analysis of the results shows that the interviewees are able to describe the mathematical activity (existing and desired) in terms of types of tasks and techniques previously introduced and seems to indicate that there is an important level of consensus on the important contents to be taught in the first year courses. However, some differences appear in the applicationist conception and its justification. Mathematics teachers seem to agree on a conception in which mathematics is a tool to be applied in engineering courses while engineering teachers see mathematics as an intrinsic component of engineering.
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Gonthier, Georges. "Software engineering for mathematics (keynote)." In the 2013 9th Joint Meeting. New York, New York, USA: ACM Press, 2013. http://dx.doi.org/10.1145/2491411.2505429.

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Cummings, Russell, and Kent Morrison. "Inter-disciplinary graduate engineering mathematics." In 33rd Aerospace Sciences Meeting and Exhibit. Reston, Virigina: American Institute of Aeronautics and Astronautics, 1995. http://dx.doi.org/10.2514/6.1995-72.

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Chashechkin, Yu D. "ENGINEERING MATHEMATICS FOUNDATIONS IN AEROHYDRODYNAMICS." In ХХI International Conference on the Methods of Aerophysical Research (ICMAR 2022). Novosibirsk: Федеральное государственное бюджетное учреждение «Сибирское отделение Российской академии наук», 2022. http://dx.doi.org/10.53954/9785604788967_38.

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Lawson, D. A. "Computer algebra in engineering mathematics." In IEE Colloquium on Teaching of Mathematics for Engineering. IEE, 1997. http://dx.doi.org/10.1049/ic:19970458.

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Ferrer, Josep, Marta Pena, and Carmen Ortiz. "Learning engineering to teach mathematics." In 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673349.

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Reports on the topic "Engineering mathematics":

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Anderson, Hazel. Pre-Engineering Program: Science, Technology, Engineering and Mathematics (STEM). Fort Belvoir, VA: Defense Technical Information Center, August 2013. http://dx.doi.org/10.21236/ada591097.

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Kiianovska, N. M. The development of theory and methods of using cloud-based information and communication technologies in teaching mathematics of engineering students in the United States. Видавничий центр ДВНЗ «Криворізький національний університет», December 2014. http://dx.doi.org/10.31812/0564/1094.

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The purpose of the study is the analysis of the development of the theory and methods of ICT usage while teaching higher mathematics engineering students in the United States. It was determined following tasks: to analyze the problem source, to identify the state of its elaboration, to identify key trends in the development of theory and methods of ICT usage while teaching higher mathematics engineering students in the United States, the object of study – the use of ICT in teaching engineering students, the research methods are: analysis of scientific, educational, technical, historical sources; systematization and classification of scientific statements on the study; specification, comparison, analysis and synthesis, historical and pedagogical analysis of the sources to establish the chronological limits and implementation of ICT usage in educational practice of U.S. technical colleges. In article was reviewed a modern ICT tools used in learning of fundamental subjects for future engineers in the United States, shown the evolution and convergence of ICT learning tools. Discussed experience of the «best practices» using online ICT in higher engineering education at United States. Some of these are static, while others are interactive or dynamic, giving mathematics learners opportunities to develop visualization skills, explore mathematical concepts, and obtain solutions to self-selected problems. Among ICT tools are the following: tools to transmit audio and video data, tools to collaborate on projects, tools to support object-oriented practice. The analysis leads to the following conclusion: using cloud-based tools of learning mathematic has become the leading trend today. Therefore, university professors are widely considered to implement tools to assist the process of learning mathematics such properties as mobility, continuity and adaptability.
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Bagayoko, Diola, and Ella L. Kelley. Science, Engineering, and Mathematics (SEM) at the Timbuktu Academy. Fort Belvoir, VA: Defense Technical Information Center, July 2005. http://dx.doi.org/10.21236/ada437064.

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Bryson, Kathleen H. Homeland Security Science, Technology, Engineering, Mathematics Career Development Program Report. Office of Scientific and Technical Information (OSTI), November 2009. http://dx.doi.org/10.2172/992018.

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Smith, Emma, and Patrick White. The employment trajectories of Science Technology Engineering and Mathematics graduates. University of Leicester, February 2018. http://dx.doi.org/10.29311/2019.04.

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Maskewitz, B. F. HISTORY OF THE ENGINEERING PHYSICS AND MATHEMATICS DIVISION 1955-1993. Office of Scientific and Technical Information (OSTI), September 2001. http://dx.doi.org/10.2172/814211.

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Kelic, Andjelka, and Aldo A. Zagonel. Science, Technology, Engineering, and Mathematics (STEM) career attractiveness system dynamics modeling. Office of Scientific and Technical Information (OSTI), December 2008. http://dx.doi.org/10.2172/1177094.

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Grandhi, Ramana V. Computational Mathematics for Determining Uncertain Bounds in Multi-Valued Engineering Design. Fort Belvoir, VA: Defense Technical Information Center, April 2004. http://dx.doi.org/10.21236/ada424007.

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Sandhu, S. S. Strengthening programs in science, engineering and mathematics. Third annual progress report. Office of Scientific and Technical Information (OSTI), September 1997. http://dx.doi.org/10.2172/578641.

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Shyshkina, Mariya, Uliana Kohut, and Maiia Popel. The Design and Evaluation of the Cloud-based Learning Components with the Use of the Systems of Computer Mathematics. Sun SITE Central Europe, May 2018. http://dx.doi.org/10.31812/0564/2253.

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Abstract:
In the article the problems of the systems of computer mathematics use as a tool for the students learning and research activities support are investigated. The promising ways of providing access to the mathematical software in the university learning and research environment are considered. The special aspects of pedagogical applications of these systems to support operations research study in the process of bachelors of informatics training are defined. The design and evaluation of the cloud-based learning components with the use of the systems of computer mathematics (on the example of Maxima system) as enchasing the investigative approach to learning of engineering and mathematics disciplines and increasing the pedagogical outcomes is justified. The set of psychological and pedagogical and also technological criteria of evaluation is substantiated. The results of pedagogical experiment are provided. The analysis and evaluation of existing experience of mathematical software use both in local and cloud-based settings is proposed.

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