Abstract
Background : Research on mathematics teaching in basic science classes within Peruvian engineering degrees was required prior to the identification of alternatives to improve the training of future engineers. Objective : To identify the criteria that guide the practice of professors in Peru when explaining mathematics in basic science classes within engineering degrees, with specific reference to derivatives. Design : Qualitative case-study research that seeks to understand current mathematics teaching through an analysis of and reflection on the participants’ practices. Setting and participants : Professors who give classes within engineering faculties in Lima. One of these was selected as a case study. Data collection and analysis : The classes taught by these pr Criteria That Guide the Professor's Practice to Explain Mathematics at Basic Sciences Courses in Engineering Degrees in Peru: A Case Study ofessors were filmed and the criteria they follow in the design and implementation of their classes were inferred by means of the didactic suitability criteria, which were also used to design a questionnaire to interview the teachers; triangulation was then performed between their words and their actions. Results : This professor was guided by ecological criteria (syllabus and profession) and mediational criteria (time available for classes), although he felt that his practice was based primarily on cognitive criteria (previous knowledge) and ecological criteria (future profession). Conclusion : The criteria that guided his practice help explain why basic science classes within engineering degrees are taught with a lecture-based and procedural approach, and why innovations are not included.
Highlights
Mathematics teaching for engineers has been underpinned by the following dilemma: should classes be tailored to each branch of engineering, or should they address more general mathematics during the early stages of several different engineering degrees at the same time? The basic sciences have gradually been structured around a programme common to several branches of engineering, for a number of reasons
We filmed three classes on the subject of derivatives and their applications, we compiled information on his course materials and the curricular materials he was required to follow, and we conducted a semi-structured interview; these sources were triangulated with a view to answering the following question: What criteria guide the practice of this Peruvian professor and help him explain mathematics in basic science classes taught as part of engineering degrees, with specific reference to derivatives?
The approach used in this research is qualitative and interpretative, since our purpose was not to explain, control or predict, nor to transform reality; rather we sought to understand the criteria that guide the teaching practice of the mathematics professor we chose as our case study during the basic stages of engineering degrees through an analysis of his teaching practices and his reflection on these
Summary
Mathematics teaching for engineers has been underpinned by the following dilemma: should classes be tailored to each branch of engineering, or should they address more general mathematics during the early stages of several different engineering degrees at the same time? In the 20th century, the different branches of engineering were most commonly structured around an initial stage, called basic or general studies, which was designed to provide engineers with basic mathematical tools that they would go on to apply in the other subjects in the degree and, later on, in their professional careers. Conclusion: The criteria that guided his practice help explain why basic science classes within engineering degrees are taught with a lecture-based and procedural approach, and why innovations are not included
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