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Literatura académica sobre el tema "Engineering mathematics"

Autor: Grafiati

Publicado: 4 de junio de 2021

Última modificación: 9 de junio de 2025

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Artículos de revistas sobre el tema "Engineering mathematics"

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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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Hussin, Husnira Binti, Marina Binti Majid, and Rohayu Binti Ab Wahab. "Relationship of Secondary School Mathematics Achievement with Engineering Mathematics 2 in Polytechnics." Jurnal Konseling dan Pendidikan 6, no. 3 (November 30, 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.

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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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Rismayanti, Afriliani, Sudi Prayitno, Muhammad Turmuzi, and Hapipi Hapipi. "Pengaruh Kemampuan Penalaran dan Representasi Matematis terhadap Hasil Belajar Matematika Kelas VIII di SMP." Griya Journal of Mathematics Education and Application 1, no. 3 (September 30, 2021): 448–54. http://dx.doi.org/10.29303/griya.v1i3.64.

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This Research aims to know about the reasoning ability and mathematic representation ability to the results of mathematic lesson in students grade VIII SMP Negeri 1 Batulayar year academic 2019/2020. This research used quantitative approach with ex post facto research type. The population of this research is the eighth grade students of SMP Negeri 1 Batulayar. In determining the sample, probability sampling technique with the type of cluster sampling was used. The sample in this research is the students of class VIII B SMP Negeri 1 Batulayar amounted to 22 students. Data analysis used was multiple linear regression analysis. From the result of the data analysis we found the significant influence between reasoning ability and representative mathematic’s ability to the mathematics learning result of mathematic lesson in students grade viii smp negeri 1 batulayar year academic 2019/2020 with Fcount = 78,812 > F(2,19) = 3,52. The data we wroute as the same regration that Ŷ=-2,452+0,466X1+0,575X2. The equation show us that reasoning ability and the representative mathematic’s ability increase 1 unit and the learning result will increase to 0,466 from reasoning mathematics ability plus 0,575 representative mathematic’s ability.

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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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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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Stern, Martin D., A. C. Bajpai, L. R. Mustoe, and D. Walker. "Advanced Engineering Mathematics." Mathematical Gazette 75, no. 472 (June 1991): 246. http://dx.doi.org/10.2307/3620303.

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Tesis sobre el tema "Engineering mathematics"

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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.

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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.<br>Title from PDF title page (viewed on June 3, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 47-49).

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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<br>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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<p>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.

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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.<br>Master of Science

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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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<p> 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. </p><p> This study uses the <i>Women’s Ways of Knowing, Procedural Knowledge: Separate and Connected Knowing</i> 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 (<i>n</i>=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.</p>

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Libros sobre el tema "Engineering mathematics"

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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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Bird, John. Engineering Mathematics. 8th edition. | Abingdon, Oxon ; New York, NY : Routledge, 2017.: Routledge, 2017. http://dx.doi.org/10.4324/9781315561851.

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Bajpai, A. C. Engineering mathematics. Chichester: Wiley, 1986.

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Bird, J. O. Engineering mathematics. 4th ed. Oxford: Newnes, 2003.

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Capítulos de libros sobre el tema "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 Texts in Computer Science, 27–36. Cham: Springer Nature Switzerland, 2023. http://dx.doi.org/10.1007/978-3-031-26212-8_2.

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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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Actas de conferencias sobre el tema "Engineering mathematics"

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Naraharisetti, Pavan Kumar. "Laying the foundations of Machine Learning in Undergraduate Education through Engineering Mathematics." In Foundations of Computer-Aided Process Design, 983–89. Hamilton, Canada: PSE Press, 2024. http://dx.doi.org/10.69997/sct.121271.

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Some educators place an emphasis on the commonalities between engineering mathematics with process control, among others and this helps students see the bigger picture of what is being taught. Traditionally, some of the concepts such as diffusion and heat transfer are taught with a mathematical point of view. Now-a-days, Machine Learning (ML) has emerged as topic of greater interest to both educators and learners and new and disparate modules are sometimes introduced to teach the same. With the emergence of these new topics, some students (falsely) believe that ML is a new field that is somehow different and not linked to engineering mathematics. In this work, we show the link between the different topics from engineering mathematics, that are traditionally taught in UG education, with ML. We hope that educators and learners will appreciate the treatise and think differently, and we further hope that this will further increase the interest to improve ML models.

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Parent, David W., Mathew Stowe, and Nicole Okomoto. "WIP: Status of Mathematics, Engineering, Science Achievement (MESA) Engineering Program at SJSU." In 2024 IEEE Frontiers in Education Conference (FIE), 1–5. IEEE, 2024. https://doi.org/10.1109/fie61694.2024.10893431.

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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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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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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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Soebandrija, K. E. N., G. Suharjanto, R. F. Ramadhan, and Y. Mariana. "Sustainable product and service systems engineering: Engineering multidisciplinary and stakeholders perspectives on strategic marketing." In THE 2ND NATIONAL CONFERENCE ON MATHEMATICS EDUCATION (NACOME) 2021: Mathematical Proof as a Tool for Learning Mathematics. AIP Publishing, 2023. http://dx.doi.org/10.1063/5.0106251.

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Rogovchenko, Yuriy, and Svitlana Rogovchenko. "Promoting engineering students’ learning with mathematical modelling projects." 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-9788412322262.1451.

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Mathematics constitutes a key component in engineering education. Engineering students are traditionally offered a number of mathematics courses which provide the knowledge needed at the workplace. Unfortunately, many students perceive mathematics as a discipline that teaches mostly procedures not relevant to their future careers and often view it as one of the main obstacles on their way to an engineering degree. In this paper, we discuss how introducing university students in a standard Differential Equations course to mathematical modelling (MM), a powerful strategy for solving real-life problems, contributes to the development of their mathematical competencies, motivates their interest to mathematics, promotes the use of advanced mathematical thinking, methods of applied mathematics, and digital computational tools.

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10

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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Informes sobre el tema "Engineering mathematics"

1

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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3

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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4

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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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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5

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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6

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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7

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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8

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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9

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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10

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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