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MATHEMATICAL YEARS Positions to Mathematical Education of Engineers

MATHEMATICAL YEARS Positions to Mathematical Education of Engineers. Dieter Schott, Thomas Schramm Raimond Strauß, Thomas Risse North Germany.

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MATHEMATICAL YEARS Positions to Mathematical Education of Engineers

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  1. MATHEMATICAL YEARS Positions to Mathematical Education of Engineers Dieter Schott, Thomas Schramm Raimond Strauß, Thomas Risse North Germany

  2. ”....The nature of the world and the workforce around us is changing at a dizzying pace. Astounding scientific and technological advances – most of which rest on fundamental mathematical principles and theories – are creating new ways of working, living and thinking. The challenge of our educational system is to ensure that all of our children achieve high levels of quantitative literacy. As a international community, it is imperative that we continue to work together to improve mathematics teaching and learning – a fundamental core of general education world-wide. We must not only develop the next generation of mathematicians and scientists, but also ensure that all of our citizens are equipped to deal with the day-to-day decisions that are increasingly quantitative in nature....” Bill Clinton, ICME, August 2000

  3. Dieter Schott Thomas Risse Thomas Schramm Raimond Strauß

  4. The big challenge 1 • Unsatisfactory and strongly varying mathematical knowledge of study beginners • Frustration of lecturers • Bad image of Mathematics and missing motivation of students in Mathematics • Increasing number of students per lecturer

  5. The big challenge 2 • Reduction of hour numbers in Mathematics • Increase of relevant teaching stuff in Mathematics • Introduction of modern means and new teaching methods • New demands for graduates in practise • New courses and grades

  6. Lasting educational problems • Unsatisfactory knowledge of study beginners in Mathematics • Bad motivation of students to close the gaps • Forced adaptation of mathematical lectures to a low level • Reduction of time budget for mathematical subjects

  7. Incredible examples

  8. Countersteps • Mathematical pre- and complementary courses for weak students • New teaching methods, means and media • Cooperation of lecturers and school teachers in the domain of Mathematics • Didactic workshops and conferences of lecturers in Mathematics

  9. Key position of Mathematics • Mathematics is a thinking technology in the heart of science. • Mathematics is a global science language independent of ideology. • Mathematics plays a key role in technology and international competition.

  10. Statements • The digital revolution brings mathematical models and methods in all areas of technology and business. • Mathematics is part of any new technological invention. • The thinking-technology of Mathematics is the core of technological development. • Mathematics is a common language for all well-educated people.

  11. Young Generation Problem • The number of engineering experts is too low although a competitive region needs well-educated and motivated engineers. • There are not enough study beginners and too many study abandoners in engineering disciplines. • Often Mathematics is the executioner.

  12. MCNE* professionals(Mathematicians, Computer Scientists, Natural Scientists & Engineers) * Not : Master Certified Novell Engineer

  13. Statements MCNE professionals are the key-forces of modern industry, service- and knowledge-society. In this disciplines we find the potential for innovation and (economical) growth. BDA (Union of German Employers)

  14. Increasing Demands • Quantity and quality of important mathematical subjects increase. • Modern means (as computers and internet) need apart increasing and partly changing basic knowledge in Mathematics also a solid software competency.

  15. Mathematical Education • Solid basic knowledge is crucial. • Modern means (computer, internet) have to be used. They cause a change of teaching contents and a shift of priorities. • Modern means increase the necessary level of knowledge.

  16. Mathematics as a Stepchild • Bad reputation in the public • Small lobby in politics • Aversion of many pupils and students • Neglected subject in education

  17. Public Reactions to the Misery • Cry of teachers for help was often ignored. • PISA shock led to first central activities. • Look for causes is often covered by ideological biases. • Reactions are helpless and ineffective with quickly changing proposals and activities.

  18. Public Reactions

  19. General Demands • Mathematics must achieve its true position in public and society. • A deep reform is necessary. Mathematics has to be upgraded and updated in education. • Real minimum requirements at beginning and end of study have to be fulfilled.

  20. Mathematical Education of Engineers University level • Redefine the mathematical curricula • Computer labs as essential part of mathematical education • Closed co-operation between mathematical and basic computer science modules • Math+Computer Science+Engineering Projects • Introduction of foundation courses, semesters or years

  21. Mathematical Education of Engineers School level in Mathematics • Improve basic mathematical skills • Develop available and transferable mathematical knowledge • Define minimum requirements for entry into university Society • Improve the image of Mathematics

  22. How to Get the Kids 1 2D Homer in a 3D „hyper“-cube called Frinkahedron

  23. How to get the kids 2 Mathematics campaign: You know more about mathematics than you think!

  24. How to get the kids 3 Barbara Meier explains how Mathematics helps her on the catwalk. The winner 2007 is a mathematics student.

  25. Mathematics and Engineering Education FREGE Centre at University Wismar • co-ordination of basic science education at university • co-operation on international level • development of new modules (teaching units, projects, adult education units and courses) and degree courses • Organisation of North-German Colloquia for Mathematics in Engineering • Formation of a contact-network (school, university, industry)

  26. Mathematics and Engineering Education Network: schools industry national and international universities

  27. WMY2000: UNESCO General Conference • Considering the central importance of mathematics and its applications in today's world with regard to science, technology, communications, economics and numerous other fields. • Aware that the language and the values of mathematics are universal, thus encouraging and making it ideally suited for international co-operation. • Stressing the key role of mathematical education, in particular at primary and secondary school level, both for the understanding of basic mathematical concepts and for the development of rational thinking

  28. Thank You for Your Attention ! “One cannot understand... the universality of laws of nature, the relationship of things, without an understanding of mathematics. There is no other way to do it. ” Richard P. Feynman.

  29. Thank you for attention ! “How can it be that mathematics, being after all a product of human thought independent of experience, is so admirably adapted to the objects of reality? ” Albert Einstein.

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