Recent Usage of Software Tools in the Teaching and Learning of Engineering Mathematics

2015 ◽  
Author(s):  
Lohgheswary N ◽  
Z. M Nopiah ◽  
E Zakaria
Keyword(s):  
Teaching And Learning ◽  
Software Tools ◽  
Engineering Mathematics

E-Learning with Wikis, Weblogs and Discussion Forums

2010 ◽  
pp. 174-198 ◽  
Author(s):  
Reinhard Bernsteiner ◽  
Herwig Ostermann ◽  
Roland Staudinger
Keyword(s):  
Teaching And Learning ◽  
Software Tools ◽  
Social Software ◽  
Discussion Forums ◽  
Academic Context ◽  
Empirical Survey ◽  
Self Organized ◽  
Innovative Learning ◽  
E Learning ◽  
Context Of Learning

This chapter explores how social software tools can offer support for innovative learning methods and instructional design in general and those related to self-organized learning in an academic context in particular. In the first section the theoretical basis for the integration of wikis, discussion forums and weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools which support learning from a student’s perspective. The chapter concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.

scholarly journals Methodology for Spatial-Visual Literacy (MSVL) in Heritage Education

2019 ◽  
Vol 22 (1) ◽  
Author(s):  
Anna Lobovikov-Katz
Keyword(s):  
Teacher Training ◽  
Cultural Heritage ◽  
Teaching And Learning ◽  
Visual Literacy ◽  
Three Dimensional ◽  
Spatial Skills ◽  
Spatial Understanding ◽  
Interdisciplinary Field ◽  
Heritage Education ◽  
Engineering Mathematics

Modern Conservation of Cultural Heritage (CCH) is an interdisciplinary field, comprising arts, crafts, architecture, humanities, IT (Information Technology) and STEM (Science, Technology, Engineering, Mathematics). Several decades of extended research have shown the importance of spatial skills and spatial literacy for success in STEM. A major part of cultural heritage is visual, and three-dimensional. A sufficient level of spatial understanding and spatial skills is needed to understand, study and preserve cultural heritage. Visualization is especially helpful in teaching and learning the interdisciplinary CCH. However, the necessity of developing spatial visual literacy, and acquisition of relevant theoretical knowledge by experts and educators in CCH has not yet been commonly accepted. This paper outlines an innovative Methodology for developing Spatial Visual Literacy (MSVL) - a crucial tool for CCH and heritage education, - and selected perspectives of its feasibility and applicability to teacher training and also wider interdisciplinary uses. The paper addresses selected lessons from application of some elements of the Methodology as part of previous research and educational scenarios for different objectives and target audiences, from high-school, undergraduate, PhD students, to experts from different areas of expertise within the CCH, to facilitate its uses for teacher training in heritage education. La Conservación del Patrimonio Cultural (CCH) es un campo interdisciplinario, que comprende artes, artesanía, arquitectura, humanidades, TICs (Tecnología de la información) y STEM (Ciencia, Tecnología, Ingeniería, Matemáticas). Varias décadas de investigación han demostrado la importancia tanto de de las habilidades espaciales, como de la alfabetización espacial para el éxito en STEM. Una parte importante del patrimonio cultural es visual y tridimensional. Se necesita un nivel suficiente de comprensión espacial, así como habilidades espaciales para poder comprender, estudiar y preservar el patrimonio cultural. La visualización, es especialmente útil para enseñar y aprender el patrimonio desde un punto de vista interdisciplinar. Sin embargo, aún no se ha aceptado por parte de expertos y educadores en patrimonnio la necesidad de desarrollar la alfabetización visual espacial y la adquisición de conocimientos teóricos relevantes sobre la misma. Este trabajo presenta una metodología innovadora para desarrollar la alfabetización visual espacial (MSVL, por sus siglas en inglés), una herramienta crucial para la conservación y la educación del patrimonio, y perspectivas seleccionadas de su factibilidad y aplicabilidad a la capacitación docente, así como usos interdisciplinarios más amplios. El documento aborda una selección de ejemplos de aplicación de algunos elementos de la Metodología como parte de investigaciones previas y escenarios educativos con diferentes objetivos y audiencias distintas, desde estudiantes de secundaria, bachillerato o doctorado, hasta expertos de diferentes áreas de experiencia dentro de la conservación del patrimonio, buscando facilitar su uso en la formación docente en educación patrimonial.

scholarly journals Tantangan Belajar-Mengajar Kalkulus: Studi Naratif pada Gaya Kognitif dan Self-Confidence Calon Guru

2021 ◽  
Vol 2 (1) ◽  
pp. 44-54
Author(s):  
Agus Suyanto
Keyword(s):  
Cognitive Style ◽  
Prospective Teachers ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Teacher Competence ◽  
Embedded Figures Test ◽  
Self Confidence ◽  
Engineering Mathematics ◽  
Long Term Effect ◽  
Pedagogical Competence

In the 21st century, it was introduced with sains, technology, engineering mathematics (STEM). Routine aspects of current teaching practice have little time to discuss the basic concepts of calculus, while teacher competence in learning has a long-term effect on students. The purpose of this study was to determine how the challenges of teaching and learning calculus prospective teachers based on cognitive style and self-confidence. This research uses a qualitative approach, a narrative perspective, and a descriptive design. The research sample was selected purposively from seven prospective teachers in a university. Data were collected using the group embedded figures test (GEFT) for the category of cognitive style types, self-confidence questionnaires, and interviews regarding teaching and learning challenges. The result of the research is that the challenge of teaching and learning is a factor that arises due to mastery of mathematical content, pedagogical competence, experiencing anxiety, and learning experiences in mathematics class.

Facilitating E-Learning with Social Software

2009 ◽  
pp. 608-625
Author(s):  
Reinhard Bernsteiner ◽  
Herwig Ostermann ◽  
Roland Staudinger
Keyword(s):  
Teaching And Learning ◽  
Software Tools ◽  
Social Software ◽  
Discussion Forums ◽  
Academic Context ◽  
Empirical Survey ◽  
Self Organized ◽  
Innovative Learning ◽  
E Learning ◽  
Context Of Learning

This article explores how social software tools can offer support for innovative learning methods and instructional design in general, and those related to self-organized learning in an academic context in particular. In the first section, the theoretical basis for the integration of wikis, discussion forums, and Weblogs in the context of learning are discussed. The second part presents the results of an empirical survey conducted by the authors and explores the usage of typical social software tools that support learning from a student’s perspective. The article concludes that social software tools have the potential to be a fitting technology in a teaching and learning environment.

Self-Regulated Learning as the Enabling Environment to Enhance Outcome-Based Education of Undergraduate Engineering Mathematics

2014 ◽  
Vol 3 (2) ◽  
pp. 43-53
Author(s):  
Roselainy Abdul Rahman ◽  
Sabariah Baharun ◽  
Yudariah Mohamad Yusof ◽  
Sharifah Alwiah S. Abdur Rahman
Keyword(s):  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
International Institute ◽  
Self Regulated Learning ◽  
Engineering Mathematics ◽  
Regulated Learning ◽  
Institute Of Technology ◽  
Philosophy Of Knowledge

The paper discusses the results of an action research to improve teaching practice which applied the philosophy of Knowledge – Experiential – Self-regulated (KES) at the Malaysia-Japan International Institute of Technology, Universiti Teknologi Malaysia. The teaching and learning strategies were implemented to achieve the following objectives; (i) to enhance students' mathematical competencies; (ii) to support self-regulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 i.e. Advanced Calculus. A modification to a previously developed framework by Roselainy et al. (2012a) was performed to encourage students to adopt self-regulated learning behaviour in an active learning environment. The teaching, learning and assessment activities were aligned constructively based on the theory of Biggs & Tang (2010). Data was collected, analysed and later employed to modify the teaching and learning activities. The findings found that it is imperative for teachers to design an appropriate learning environment and apply suitable strategies in encouraging and supporting students to embrace and take charge of their own learning.

scholarly journals What Does Teaching and Learning Look like in a Variety of Classroom Spatial Environments?

2020 ◽  
pp. 187-201
Author(s):  
Terry Byers
Keyword(s):  
Teaching And Learning ◽  
Visual Analysis ◽  
Learning Needs ◽  
Traditional Classrooms ◽  
Learning Spaces ◽  
New School ◽  
Spatial Design ◽  
Engineering Mathematics ◽  
Innovative Learning ◽  
Spatial Layouts

AbstractThe very nature of what constitutes an effective learning environment is undergoing substantial re-imagination. Authors have suggested that the affordances of existing learning spaces, often termed conventional or traditional classrooms, is limited and constrains the possible pedagogies available to teachers. Architects, authors and governments have put forward innovative learning environments (ILEs) as a better alternative. ILEs provide affordances thought to be somewhat better at providing to students learning needs than traditional classrooms, particularly in terms of creative and critical thinking, and collaborative and communicative workers. However, there is little evidence available to show of either spatial type (traditional classroom or ILE) performs pedagogically to either hinder or support the desired approach/es to teaching and learning being sought by current educational policies. One could suggest that a populistic narrative often drives the growing investment in new school learning spaces, facilitated by a vacuum of credible evidence of their impact. This paper will report findings from a three-year study that tracked the practices over time of secondary school Engineering, Mathematics and Science teachers (n = 23) as they occupied two quite dissimilar spatial layouts. The Linking Pedagogy, Technology, and Space (LPTS) observational metric, with its provision of instantaneous quantitative visual analysis, was used to track their practice, and student learning, in a variety of spatial layouts. Subsequent analysis identified broad trends within the data to identify those factors, spatial, subject or confounding teacher factors, which influenced student and teacher activities and behaviours. Importantly, it presented new evidence that works against the current, overt focus on contemporary spatial design. It suggests that greater emphasis on unpacking, and then developing, the mediating influence of teacher spatial competency (how, when and why one uses the given affordances of space for pedagogical gain) is required for any space to performance pedagogically.

scholarly journals Invoking and Supporting Engineering Student Mathematical Thnking in Informal Cooperative Learning Classroom

2017 ◽  
Vol 9 (1-2) ◽  
Author(s):  
Sabariah Baharun ◽  
Yudariah Mohammad Yusof ◽  
Roselainy Abdul Rahman ◽  
Zaleha Ismail
Keyword(s):  
Cooperative Learning ◽  
Classroom Practice ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Mathematical Thinking ◽  
Teaching Mathematics ◽  
Mathematical Concepts ◽  
Innovative Strategies ◽  
Engineering Mathematics ◽  
Mathematics Teaching And Learning

Through our experience in teaching mathematics to engineering undergraduates, we found that students had numerous difficulties with the mathematics learned. Although our students have demonstrated the ability to answer standard or routine questions, there were still some inconsistencies between their ability to answer questions and their understanding of the concepts and the mathematical procedures they were using. In previous work, we had highlighted the importance of mathematical thinking and adopted suitable approaches in teaching and learning of engineering mathematics. However, innovative strategies were deemed necessary to assist students in their learning. In this paper, we will share how we transform our teaching practice to facilitate the development of students’ ability in understanding the various mathematical concepts, in reconstructing them as parts of a whole through cooperative learning. The approach allows them to develop efficient strategies in constructing new knowledge and be empowered with more successful ways of thinking about mathematics and solving problems. Here, we will share our experience in translating some of the theories into classroom practice through informal cooperative learning environment. Data were gathered through our own reflections, classroom observation, and interviews with the students. We will bring to light the findings on the students’ ability to solve problems related to the topics learned and discuss the implications for effective mathematics teaching and learning of prospective engineers.  

scholarly journals Evento contextualizado: uma proposta para o ensino e a aprendizagem de equações diferenciais ordinárias na engenharia civil

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
RIEUSE LOPES PINTO ◽  
GABRIEL LOUREIRO DE LIMA
Keyword(s):  
Heat Transfer ◽  
Differential Equations ◽  
Teaching And Learning ◽  
Civil Engineering ◽  
Masonry Wall ◽  
Fourier Law ◽  
Laboratory Practice ◽  
Doctoral Research ◽  
Engineering Mathematics ◽  
Para Determinar

ResumoEste artigo é um recorte de uma pesquisa de doutorado que está sendo desenvolvida sobre o ensino e a aprendizagem de Equações Diferenciais Ordinárias (EDO). Apresentamos a questão que norteia essa pesquisa, os objetivos, o referencial teórico-metodológico adotado (A Matemática no Contexto das Ciências), e parte de uma organização didática que compõe o evento contextualizado. Esse evento foi elaborado a partir de um problema integrando disciplinas matemáticas com não matemáticas da Engenharia Civil, e engloba uma série de conceitos matemáticos e físicos relacionados aos conceitos da Termodinâmica e à transferência de calor. A organização didática, construída a partir da análise do comportamento térmico de três configurações de paredes em alvenaria durante uma prática laboratorial, tem como finalidade possibilitar ao estudante a utilização da Lei de Fourier, que é uma EDO, para determinar o fluxo térmico, ou seja, a taxa de transferência de calor por unidade de área. Palavras-chave: Sequência Didática; Equações Diferenciais; Engenharia Civil; Matemática no Contexto das Ciências.AbstractThis article is an excerpt from a doctoral research that is being developed on the teaching and learning of Ordinary Differential Equations (EDO). We show the issues that guides this research, the objectives, the theoretical-methodological framework adopted (Mathematics in the Context of Science), and part of a didactic organization that makes up the contextualized event. This event was elaborated from a problem integrating mathematical disciplines with non-mathematical Civil Engineering and encompasses a series of mathematical and physical concepts related to the concepts of Thermodynamics and heat transfer. The didactic organization, built from the analysis of the thermal behavior of three masonry wall configurations during a laboratory practice, aims to enable the student to use the Fourier Law, which is an EDO, to determine the thermal flow, in other words, the rate of heat transfer per unit area.Keywords: Didactic Sequence; Differential Equations; Civil Engineering; Mathematics in the Context of Science.   

Development and Evaluation of a Faculty-Based Accredited Continuing Professional Development Route for Teaching and Learning

2021 ◽  
Author(s):  
Jill MacKay ◽  
Catriona Bell ◽  
Kirsty Hughes ◽  
Velda McCune ◽  
Daphne Loads ◽  
...  
Keyword(s):  
Teaching And Learning ◽  
Academic Staff ◽  
Continuing Professional Development ◽  
Structured Interviews ◽  
Protected Time ◽  
Professional Recognition ◽  
Engineering Mathematics ◽  
Development Route ◽  
Context Specific ◽  
New Strategies

This article characterizes and evaluates the development of an accredited, in-house faculty-based teaching recognition scheme aimed at supporting clinicians and academics to achieve Advance HE Fellowship recognition. The scheme takes 6 to 24 months to complete and forms part of an institution-wide scheme. The evaluation covered 44 months collecting data on participation rates across the school and 21 semi-structured interviews across 16 staff participants. We describe the outcomes measured alongside key perceived benefits and challenges to support the implementation of similar schemes elsewhere. Across 130 academic staff, there was 61% engagement. In interviews, 11 participants characterized benefits in terms of changes to their teaching, such as adopting new strategies for differing class sizes, and highlighted the benefit of accessible and context-specific development opportunities designed specifically for STEMM (science, technology, engineering, mathematics, and medicine) practitioners and clinicians. Motivations for participating were mainly intrinsic (69%), with international professional recognition also featured (61%, n = 10). Of the 23 participants who withdrew, the largest subgroup (39%) withdrew because they had left the institution, and 35% withdrew because of a lack of time, which encompassed a range of issues. We outline recommendations for implementing similar schemes including protected time, accessible development opportunities, and support for mentors.

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