Kaizen teaching and the learning habits of engineering students in a freshman mathematics course

Which are the teaching methods that actually contribute to the learning of mathematics? The answer to this certainly is the holy grail of didactic and pedagogy, and should be supported by large scale statistical evidence. Our article aims at providing an initial step into this direction by first ill...

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Bibliographic Details
Published in:Central European journal of operations research 2016-12, Vol.24 (4), p.1009-1030
Main Authors: Gallenkämper, Jonas, Heim, Bernhard, Kreuzer, Judith, Rupp, Florian, von Stockhausen, Paul, Viet, Nils
Format: Article
Language:English
Subjects:
Business and Management
Case studies
Continuous improvement (Management)
Core curriculum
Didacticism
Educational aspects
Educational research
Engineering
Engineering education
Engineering students
Estimators
Higher education
Kaizen
Learning
Learning strategies
Mathematical analysis
Mathematical models
Mathematics
Mathematics education
Mathematics teachers
Operations research
Operations Research/Decision Theory
Original Paper
Pilots
Psychological aspects
Quality control
Students
Studies
Study and teaching
Success
Teachers
Teaching
Teaching methods
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Summary:Which are the teaching methods that actually contribute to the learning of mathematics? The answer to this certainly is the holy grail of didactic and pedagogy, and should be supported by large scale statistical evidence. Our article aims at providing an initial step into this direction by first illustrating a teaching paradigm that is suited for the generation of large scale data sets: based on industry best practice quality assurance standards we introduce the Kaizen teaching paradigm which enforces Kolb’s reflective learning cycle on the students’ side. Second, we present and analyze the data we obtained through our pilot implementation at a engineering freshman mathematics course in the Sultanate of Oman. These emphasize the effectiveness of Kaizen teaching and once again show the necessity of continuous learning. A practice that seems to be forgotten in traditional university engineering courses due to the mere size of the audience. In particular it seems that a Markovian estimator for students’ performance may have to be considered.
ISSN:1435-246X
1613-9178
DOI:10.1007/s10100-015-0416-5