From mathematical modelling to design based learning; a bridge too far?
In 1995, the Department of Mathematics and Computing Science at the Technische Universiteit Eindhoven introduced the Modelling Track in the Mathematical Engineering curriculum. It was a response to the employers' complaint about graduates' poor ability to apply their theoretical knowledge. In their first three years pairs of students collaborate on non-mathematically defined problems using mathematical methods. In 1998, the university decided to introduce Design Based Learning (DBL) in all its curricula, therewith complying with the needs of employers for graduates' applicative and collaborative abilities. DBL means professionalization, activation, co-operation, creativity, integration and multidisciplinarity. For Mathematical Engineering this innovation could signify the Modelling Track to incorporate the DBL features, e.g. working with larger groups or integration with other courses. By the year 2000, few changes have been realized. The question remains whether the original Modelling Track already fulfils the aims of DBL or that the implementation of DBL has failed in Mathematics.
Document Type: Research Article
Publication date: 01 March 2002
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