Author: Nigel Steele

Source: Teaching Mathematics and its Applications, Volume 22, Number 4, December 2003 , pp. 199-208(10)

Publisher: Oxford University Press

Abstract:

Some of the challenges encountered in the delivery of engineering mathematics courses have their origins in the changing and often non-uniform degree of mathematical preparedness of the recipients. In some cases, these challenges arise in a positive way, as a result of a deliberate policy of wider access to engineering courses. However, in others, they come about following problems encountered with mathematics provision in pre-university study, and as such are reflecting a much larger problem, one which has implications way beyond the boundaries of engineering mathematics. Mathematics at school level is plagued with enormous difficulties and uncertainties including a shortage of well-qualified teachers, and an ongoing debate on curriculum and assessment. A plethora of ``interesting'' sounding degree titles and a high demand for graduates in mathematics to enter lucrative careers, militates against the recruitment of highly-qualified teachers. Nevertheless, there are actions and initiatives aimed at supporting and strengthening school-level mathematics in various ways and this paper will describe and comment on some of them. Moreover, it aims to show that University mathematics departments/groups could play an important role in taking some of these proposals forward.

Document Type: Research article

Publication date: 2003-12-01

More about this publication?

• The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal's readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.

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