Littérature scientifique sur le sujet « Engineering mathematics »
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Articles de revues sur le sujet "Engineering mathematics"
Molina, J. A. López, et M. Trujillo. « Mathematica Software in Engineering Mathematics Classes ». International Journal of Mechanical Engineering Education 33, no 3 (juillet 2005) : 244–50. http://dx.doi.org/10.7227/ijmee.33.3.6.
Texte intégralRaveh, Ira, Elena Trotskovsky et Nissim Sabag. « Mathematical Understanding vs. Engineering Understanding : Engineering Students’ Perceptions ». International Research in Higher Education 2, no 2 (26 mai 2017) : 15. http://dx.doi.org/10.5430/irhe.v2n2p15.
Texte intégralGayoso Martínez, Víctor, Luis Hernández Encinas, Agustín Martín Muñoz et Araceli Queiruga Dios. « Using Free Mathematical Software in Engineering Classes ». Axioms 10, no 4 (12 octobre 2021) : 253. http://dx.doi.org/10.3390/axioms10040253.
Texte intégralMiddleton, D., A. C. Bajpai, L. R. Mustoe et D. Walker. « Engineering Mathematics ». Mathematical Gazette 74, no 468 (juin 1990) : 188. http://dx.doi.org/10.2307/3619395.
Texte intégralGonthier, Georges. « Engineering mathematics ». ACM SIGPLAN Notices 48, no 1 (23 janvier 2013) : 1–2. http://dx.doi.org/10.1145/2480359.2429071.
Texte intégralLohgheswary, N., Z. M. Nopiah, E. Zakaria, A. A. Aziz et F. N. D. A. Samah. « Development of the Engineering Mathematics Lab Module with Mathematica ». Journal of Engineering and Applied Sciences 14, no 6 (31 décembre 2019) : 1840–46. http://dx.doi.org/10.36478/jeasci.2019.1840.1846.
Texte intégralPrahmana, Rully Charitas Indra, Tri Sutanti, Aji Prasetya Wibawa et Ahmad Muhammad Diponegoro. « MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS ». Infinity Journal 8, no 2 (30 septembre 2019) : 179. http://dx.doi.org/10.22460/infinity.v8i2.p179-188.
Texte intégralGrady, Allan, et Ladis D. Kovach. « Advanced Engineering Mathematics ». Mathematical Gazette 69, no 448 (juin 1985) : 155. http://dx.doi.org/10.2307/3616964.
Texte intégralHarding, A. T., J. A. Cochran, H. C. Wiser et B. J. Rice. « Advanced Engineering Mathematics ». Mathematical Gazette 72, no 460 (juin 1988) : 154. http://dx.doi.org/10.2307/3618955.
Texte intégralChorlton, Frank, et K. A. Stroud. « Further Engineering Mathematics ». Mathematical Gazette 75, no 473 (octobre 1991) : 383. http://dx.doi.org/10.2307/3619541.
Texte intégralThèses sur le sujet "Engineering mathematics"
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.
Texte intégralMustoe, Leslie. « Strategies for teaching engineering mathematics ». Thesis, Loughborough University, 1988. https://dspace.lboro.ac.uk/2134/15428.
Texte intégralZhou, 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.
Texte intégralBarker, 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.
Texte intégralTitle from PDF title page (viewed on June 3, 2010). "Department of Civil and Environmental Engineering." Includes bibliographical references (p. 47-49).
Mahomed, Shaheed. « Integrating mathematics into engineering : a case study ». Thesis, Cape Peninsula University of Technology, 2007. http://hdl.handle.net/20.500.11838/1255.
Texte intégralTwelve 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.
Burrell, Sandra Charlene. « Non-Science, Technology, Engineering, Mathematics Teachers' Efficacy For Integrating Mathematics Across the Curriculum ». ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5611.
Texte intégralCzocher, 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.
Texte intégralDeBiase, Kirstie. « Teacher preparation in science, technology, engineering, and mathematics instruction ». Thesis, California State University, Long Beach, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10118901.
Texte intégralThe 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.
Beaulieu, Jason. « A Dynamic, Interactive Approach to Learning Engineering and Mathematics ». Thesis, Virginia Tech, 2012. http://hdl.handle.net/10919/32165.
Texte intégralMaster of Science
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.
Texte intégralThis 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.
Livres sur le sujet "Engineering mathematics"
S, Robertson John. Engineering mathematics with Mathematica. New York : McGraw Hill, 1995.
Trouver le texte intégralStroud, K. A. Engineering mathematics. 5e éd. New York : Industrial Press, 2001.
Trouver le texte intégralStroud, K. A. Engineering mathematics. 6e éd. Basingstoke [England] : Palgrave Macmillan, 2007.
Trouver le texte intégralStroud, K. A., et Dexter Booth. Engineering Mathematics. London : Macmillan Education UK, 2013. http://dx.doi.org/10.1057/978-1-137-03122-8.
Texte intégralStroud, Ken A. Engineering Mathematics. New York, NY : Springer New York, 1987. http://dx.doi.org/10.1007/978-1-4615-9653-0.
Texte intégralStroud, K. A. Engineering Mathematics. London : Macmillan Education UK, 1987. http://dx.doi.org/10.1007/978-1-349-12153-3.
Texte intégralStroud, K. A. Engineering Mathematics. London : Palgrave Macmillan UK, 1987. http://dx.doi.org/10.1007/978-1-349-18708-9.
Texte intégralEvans, C. W. Engineering Mathematics. Boston, MA : Springer US, 1992. http://dx.doi.org/10.1007/978-1-4684-1412-7.
Texte intégralStroud, K. A. Engineering Mathematics. London : Macmillan Education UK, 1995. http://dx.doi.org/10.1007/978-1-349-13547-9.
Texte intégralEvans, C. W. Engineering Mathematics. Boston, MA : Springer US, 1997. http://dx.doi.org/10.1007/978-1-4899-3280-8.
Texte intégralChapitres de livres sur le sujet "Engineering mathematics"
Sobot, Robert. « Engineering Mathematics ». Dans Wireless Communication Electronics by Example, 3–35. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-59498-5_1.
Texte intégralAlbertí Palmer, Miquel, Sergio Amat, Sonia Busquier, Pilar Romero et Juan Tejada. « Mathematics for Engineering and Engineering for Mathematics ». Dans New ICMI Study Series, 185–98. Cham : Springer International Publishing, 2013. http://dx.doi.org/10.1007/978-3-319-02270-3_17.
Texte intégralO’Regan, Gerard. « Software Engineering Mathematics ». Dans Texts in Computer Science, 283–97. Cham : Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-44561-8_17.
Texte intégralO’Regan, Gerard. « Software Engineering Mathematics ». Dans Undergraduate Topics in Computer Science, 303–18. Cham : Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-34209-8_19.
Texte intégralO’Regan, Gerard. « Software Engineering Mathematics ». Dans Texts in Computer Science, 297–312. Cham : Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-81588-2_18.
Texte intégralO’Regan, Gerard. « Software Engineering ». Dans Mathematics in Computing, 71–87. London : Springer London, 2012. http://dx.doi.org/10.1007/978-1-4471-4534-9_4.
Texte intégralNg, Xian Wen. « Mathematics ». Dans Engineering Problems for Undergraduate Students, 1–126. Cham : Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-13856-1_1.
Texte intégralJavanbakht, Zia, et Andreas Öchsner. « Review of Engineering Mathematics ». Dans Computational Statics Revision Course, 1–15. Cham : Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-67462-9_1.
Texte intégralGonthier, Georges. « Software Engineering for Mathematics ». Dans Lecture Notes in Computer Science, 27. Berlin, Heidelberg : Springer Berlin Heidelberg, 2009. http://dx.doi.org/10.1007/978-3-642-02614-0_4.
Texte intégralBroy, Manfred. « Mathematics of software engineering ». Dans Lecture Notes in Computer Science, 18–48. Berlin, Heidelberg : Springer Berlin Heidelberg, 1995. http://dx.doi.org/10.1007/3-540-60117-1_3.
Texte intégralActes de conférences sur le sujet "Engineering mathematics"
Gonthier, Georges. « Engineering mathematics ». Dans the 40th annual ACM SIGPLAN-SIGACT symposium. New York, New York, USA : ACM Press, 2013. http://dx.doi.org/10.1145/2429069.2429071.
Texte intégralCarvalho, Paula, et Paula Oliveira. « Mathematics or Mathematics for Engineering ? » Dans 2018 3rd International Conference of the Portuguese Society for Engineering Education (CISPEE). IEEE, 2018. http://dx.doi.org/10.1109/cispee.2018.8593463.
Texte intégralRaveh, Ira, et Yael Furman Shaharabani. « FROM ENGINEERING TO MATHEMATICS TEACHING : INITIAL PERCEPTIONS OF MATHEMATICS, ENGINEERING AND TEACHING ». Dans International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0677.
Texte intégralRozli, Mohd Ikmal Fazlan, Siti Rahimah Rosseli, Kay Dora Abd Ghani et Nor Hafizah Hanis Abdullah. « The comparison of attribute attainment between engineering and non-engineering students taking an engineering subject ». Dans INTERNATIONAL CONFERENCE OF MATHEMATICS AND MATHEMATICS EDUCATION (I-CMME) 2021. AIP Publishing, 2022. http://dx.doi.org/10.1063/5.0109982.
Texte intégralFlorensa Ferrando, Ignasi, Iria Fraga Rivas et Víctor Martínez Junza. « Mathematics education in engineering : a triple discontinuity ? » Dans 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.
Texte intégralGonthier, Georges. « Software engineering for mathematics (keynote) ». Dans the 2013 9th Joint Meeting. New York, New York, USA : ACM Press, 2013. http://dx.doi.org/10.1145/2491411.2505429.
Texte intégralCummings, Russell, et Kent Morrison. « Inter-disciplinary graduate engineering mathematics ». Dans 33rd Aerospace Sciences Meeting and Exhibit. Reston, Virigina : American Institute of Aeronautics and Astronautics, 1995. http://dx.doi.org/10.2514/6.1995-72.
Texte intégralChashechkin, Yu D. « ENGINEERING MATHEMATICS FOUNDATIONS IN AEROHYDRODYNAMICS ». Dans 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.
Texte intégralLawson, D. A. « Computer algebra in engineering mathematics ». Dans IEE Colloquium on Teaching of Mathematics for Engineering. IEE, 1997. http://dx.doi.org/10.1049/ic:19970458.
Texte intégralFerrer, Josep, Marta Pena et Carmen Ortiz. « Learning engineering to teach mathematics ». Dans 2010 IEEE Frontiers in Education Conference (FIE). IEEE, 2010. http://dx.doi.org/10.1109/fie.2010.5673349.
Texte intégralRapports d'organisations sur le sujet "Engineering mathematics"
Anderson, Hazel. Pre-Engineering Program : Science, Technology, Engineering and Mathematics (STEM). Fort Belvoir, VA : Defense Technical Information Center, août 2013. http://dx.doi.org/10.21236/ada591097.
Texte intégralKiianovska, 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», décembre 2014. http://dx.doi.org/10.31812/0564/1094.
Texte intégralBagayoko, Diola, et Ella L. Kelley. Science, Engineering, and Mathematics (SEM) at the Timbuktu Academy. Fort Belvoir, VA : Defense Technical Information Center, juillet 2005. http://dx.doi.org/10.21236/ada437064.
Texte intégralBryson, Kathleen H. Homeland Security Science, Technology, Engineering, Mathematics Career Development Program Report. Office of Scientific and Technical Information (OSTI), novembre 2009. http://dx.doi.org/10.2172/992018.
Texte intégralSmith, Emma, et Patrick White. The employment trajectories of Science Technology Engineering and Mathematics graduates. University of Leicester, février 2018. http://dx.doi.org/10.29311/2019.04.
Texte intégralMaskewitz, B. F. HISTORY OF THE ENGINEERING PHYSICS AND MATHEMATICS DIVISION 1955-1993. Office of Scientific and Technical Information (OSTI), septembre 2001. http://dx.doi.org/10.2172/814211.
Texte intégralKelic, Andjelka, et Aldo A. Zagonel. Science, Technology, Engineering, and Mathematics (STEM) career attractiveness system dynamics modeling. Office of Scientific and Technical Information (OSTI), décembre 2008. http://dx.doi.org/10.2172/1177094.
Texte intégralGrandhi, Ramana V. Computational Mathematics for Determining Uncertain Bounds in Multi-Valued Engineering Design. Fort Belvoir, VA : Defense Technical Information Center, avril 2004. http://dx.doi.org/10.21236/ada424007.
Texte intégralSandhu, S. S. Strengthening programs in science, engineering and mathematics. Third annual progress report. Office of Scientific and Technical Information (OSTI), septembre 1997. http://dx.doi.org/10.2172/578641.
Texte intégralShyshkina, Mariya, Uliana Kohut et 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, mai 2018. http://dx.doi.org/10.31812/0564/2253.
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