Abstract
Study process in mathematics faces two major problems. First, engineers do not apply directly the problem solving skills of higher mathematics. Second, studying higher mathematics, students get an insufficient idea of its usability. The authors of the paper have worked out frameworks for practical problem solving in mathematics on the basis of didactic ontology in the Moodle computerized learning system (CMS. To determine students' perceptions on practical problem solving in mathematics in e-environment, more than 300 students from the specialties of engineering at the LUA participated in the survey. The survey results showed many students lack basic knowledge in mathematics, therefore they consume a lot of time to learn the basics in higher mathematics and to acquire the skills of practical problem solving in mathematics are less important.
Highlights
European higher education reformation known as the Bologna Process has come to a close, its impact on the field of mathematics is significant in many ways
To determine students' perceptions on practical problem solving in mathematics in e-environment, the questionnaire was designed
The results show that 16.5% of students had no interest in the application of mathematics in solving engineering problems – 5.1% of students didn’t open this activity and 11.4% of students opened this activity but didn’t get the answers
Summary
European higher education reformation known as the Bologna Process has come to a close, its impact on the field of mathematics is significant in many ways. Mathematical competence is an imprescriptibly part of any engineering education. Almost all branches of engineering rely on mathematics as the language of description and analysis. One of widely used concepts of mathematical competence was developed in Denmark and later adopted in the famous OECD PISA study [1]. The issue of mathematical competence has become one of the key education priorities at EU policy level. According Eurydice [3], ”in the past years, and especially since 2007, the great majority of European countries have revised their mathematics curricula, adopting an outcome-based approach whereby the focus lies on developing students’ competences and skills rather than on theoretical content”
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