Engineering degree students are deficient in mathematical expertise-why?

The general opinion of university lecturers is that standards in mathematics have fallen substantially over recent years. There is, however, very little empirical evidence in support of this allegation. A national survey was carried out to determine the extent and scope of attitudes within universit...

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Bibliographic Details
Published in:International journal of mathematical education in science and technology 1997-11, Vol.28 (6), p.785-792
Main Authors: Crowther, K., Thompson, D., Cullingford, C.
Format: Article
Language:English
Subjects:
Basic Skills
Engineering Education
Engineering Mathematics
Higher Education
Low Achievement
Mathematics Curriculum
Mathematics Education
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Summary:The general opinion of university lecturers is that standards in mathematics have fallen substantially over recent years. There is, however, very little empirical evidence in support of this allegation. A national survey was carried out to determine the extent and scope of attitudes within universities concerned with teaching engineering degree courses and the perceptions of undergraduate students. Anecdotal evidence, gained from interviews with university engineering lecturers, supports the theory that the problem originates from the National Curriculum. This in turn adversely affects the starting level of mathematics A levels and engineering degree courses. The overriding opinion therefore assumes that it is not the students who are failing the system but rather it is the system which is failing the students. The survey also illustrated the lack of communication between educational institutions. A level, BTEC/GNVQ, foundation and degree courses are all independently written and moderated. The resultant curriculum material is, however, not always freely available. Even in cases where syllabuses are widely publicized the information does not appear to be employed in the enhancement of the continuity of engineering students' education. As a consequence students experience a very disjointed mathematical education.
ISSN:0020-739X
1464-5211
DOI:10.1080/0020739970280601