Abstract
We describe a project that aims to motivate undergraduate engineering students to participate more in mathematics courses. Our approach shares characteristics of active, project-based and problem-based learning. We have developed interactive projects that deal with the mathematics behind real-world applications. In this paper, we describe one example project in detail, and discuss our guiding principles in designing projects. The projects are open in the sense that there are many possible solutions, and several possible follow-up questions. We use a MATLAB environment, which helps intuitive understanding of mathematical notions, lowers the barrier to programming, and provides many interfaces. Our activities are bundled in an education lab, which we also briefly describe. We conclude with an assessment of the impact of the supplementary courses.
Highlights
We describe a project that aims to motivate undergraduate engineering students to participate more in mathematics courses
On the other hand, mathematics is introduced in a playful way, which is directly aimed at the problem solution
Our other projects fit certain topics: We offer a course on stability of bridges, which is an application of linear systems of equations
Summary
We describe a project that aims to motivate undergraduate engineering students to participate more in mathematics courses. One typically introduces the natural numbers, integers, followed by the rational numbers, real numbers, and complex numbers This is subsequently extended to vector spaces. It has been argued that there is a need for new learning styles that foster creativity and innovative thinking Examples of these initiatives are CDIO (Conceive-DesigImplement-Operate) [6], ICTMA (International Study Group for the Teaching of Mathematical Modelling and Applications, cf the book series [7]), or Computer-Based. Questioning and improving the available tools (which we understand as method-oriented thinking) often leads to advances in engineering designs. On the other hand, mathematics is introduced in a playful way, which is directly aimed at the problem solution. Our goal is to spark interest for higher mathematics by demonstrating the practical relevance of abstract notions, to motivate, and to provide students with positive feedback
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