The Problem of Mathematical Education Quality for Engineers

Abstract

Taking into consideration permanent trend of decline of mathematical training level of pupils and their unskillfulness for individual work an improvement of education quality can only be achieved through employment of new forms and methods in education process organization and education content restructuring. It is necessary to precisely formulate goals of higher mathematical programs and by taking account of diverse levels of student preparedness to diversify teaching methods and to articulate connection between theoretical material and its practical application. Use of technology itself does not ensure successful education process and it can become useful only when students and lecturers will be able use it to perform appropriate activities. Following the experience of European universities the Riga Technical University has created computer cabinets where students can freely access and use software such as Matlab, Maple, Mathematica and MathCad. Software Mathematica [1] is used for practical classes in teaching process of higher mathematics by two faculties of the Riga Technical University. Empirical evidence shows that skills obtained in solution process of specific mathematical tasks (by applying analytical methods and also using Mathematica software) provide to students a better understanding of course material and also its practical application in further educational process. The Riga Technical University operates distance learning environment Moodle [2] (modular object oriented dynamic learning environment) – learning control system. The system is pointed at organization of interaction between students and lecturers, is suitable for arrangement of traditional distance learning courses and support of full time studies. The Department of Engineering Mathematics has developed Mathematics online study course for 1st and 2nd semester students. It provides students with opportunities to revise theoretical content of the course, test their skills in practical tests and to leave a question for their lecturer. Improvement of mathematic education programs includes evaluation of scope and content of programs and skills to be developed in existing programs. Improvement of mathematical education programs and didactics shall be done by exercising opportunities ensured by information and communication technologies. It is essential to evolve forms of distance learning (also for full time study students) and to secure application of practical mathematical software modules in education process