A double-edged sword: Use of computer algebra systems in first-year Engineering Mathematics and Mechanics courses

Many secondary-level mathematics students have experience with graphical calculators from high school. For the purposes of this paper we define graphical calculators as those able to perform rudimentary symbolic manipulation and solve complicated equations requiring very modest user knowledge. The use of more advanced computer algebra systems e.g. Maple, Mathematica, Mathcad, Matlab/MuPad is becoming more prevalent in tertiary-level courses. This paper explores our students’ experience using one such system (MuPad) in first-year tertiary Engineering Mathematics and Mechanics courses. The effectiveness of graphical calculators and computer algebra systems in mathematical pedagogy has been investigated by a multitude of educational researchers (e.g. Ravaglia et al. 1998). Most of these studies found very small or no correlation between student use of graphical calculators or exposure to computer algebra systems with future achievement in mathematics courses (Buteau et al. 2010). In this paper we focus instead on students’ attitude towards a more advanced standalone computer algebra system (MuPad), and whether students’ inclination to use the system is indicative of their mathematical understanding. Paper describing some preliminary research into use of computer algebra systems for teaching engineering mathematics

Multidisciplinary Space Related Research Semiannual Progress Report, 1 Mar. - 31 Aug. 1966

Space related research in physics, chemical engineering, mathematics, and related discipline

Multivariable & vector calculus

This book is written for students who take Engineering Mathematics subject in Engineering Faculties at Universiti Teknologi Malaysia. The book is also suitable for science students who study mutivariable and vector calculus in higher learning institutions. The emphasis of this book is on the geometrical approach. Whenever possible, figures are used in this book to help students understand the concept under discussions. An appendix has been prepared by the authors for readers to recall elementary facts used in the book

Self-Evaluation Applied Mathematics 2003-2008 University of Twente

This report contains the self-study for the research assessment of the Department of Applied Mathematics (AM) of the Faculty of Electrical Engineering, Mathematics and Computer Science (EEMCS) at the University of Twente (UT). The report provides the information for the Research Assessment Committee for Applied Mathematics, dealing with mathematical sciences at the three universities of technology in the Netherlands. It describes the state of affairs pertaining to the period 1 January 2003 to 31 December 2008

Correction to: ‘Violence in the prehistoric period of Japan: the spatio-temporal pattern of skeletal evidence for violence in the Jomon period’

Whether man is predisposed to lethal violence, ranging from homicide to warfare, and how that may have impacted human evolution, are among the most controversial topics of debate on human evolution. Although recent studies on the evolution of warfare have been based on various archaeological and ethnographic data, they have reported mixed results: it is unclear whether or notwarfare among prehistoric hunter–gathererswas common enough to be a component of human nature and a selective pressure for the evolution of human behaviour. This paper reports the mortality attributable to violence, and the spatio-temporal pattern of violence thus shown among ancient hunter–gatherers using skeletal evidence in prehistoric Japan (the Jomon period: 13 000 cal BC–800 cal BC). Our results suggest that the mortality due to violence was low and spatio-temporally highly restricted in the Jomon period, which implies that violence including warfare in prehistoric Japan was not common

Using Simple Tests to Identify Students Needing Support in Engineering Mathematics

Within large first year classes it can be difficult to identify, at an early stage, those students who are struggling to adapt to studying at a University. In mathematics, many universities adopt a policy of early diagnostic tests to try to identify those struggling with the background material, however this can often identify those who have been away from formal learning for a long time who will not have problems adapting to study within a university environment. In addition, any support provided to students may not be directly related to their studies and such support is often not taken up by those who need it, but instead taken up by those who do not. This paper presents an approach using simple tests which may be repeated weekly to identify those students who are struggling. To complete the first year mathematics course, a student must pass five such tests covering the basics of algebra, the use of calculators, vectors and matrices, differentiation and integration. In each test ten multiple choice questions are asked and a student is deemed to have passed the test when they correctly answer all questions at a single attempt. In advance of the tests, students are shown an example test and told that each of the 10 questions will be on the same topic as in the example. They are therefore able to revise the basics before the test, know the topics that will be present in the test and know that they cannot try to be strategic in their approach by avoiding what they perceive to be hard topics. Students who fail to achieve 100% at each attempt, are given feedback on their attempt, encouraged to seek further support during tutorials, and required to take the test again the following week. Experience has shown that at each attempt between 60% and 80% of students pass the test. Within two tests it is therefore possible to narrow down the list of students struggling with the basics to about 10% of the class. An added benefit is that the tests provide early events for monitoring attendance and those students failing to engage are quickly identified. Personalised emails are sent to each student after each test detailing their test performance, or inviting them to identify problems they are having. The paper concludes by correlating the test results with overall performance in the first year engineering mathematics course

Developing effective students communication in engineering mathematics

The Malaysian workplace needs graduates with employability skills such as critical thinking, problem solving and ability to communicate. In 2006, Universiti Teknologi Malaysia (UTM) has integrated these goals in undergraduate education but studies at UTM have indicated that the goals have not been translated into successful implementation. In this presentation, we will share how we had implemented an integrated approach which addressed students’ knowledge, thinking, problem solving and generic skills, in particular, communication. We had developed a framework which was used to guide our instructions in Engineering Mathematics I since 2009/2010 session, in Engineering Mathematics II since 2010/2011, and in Differential Equations since 2012/2013 session. The same strategies were implemented in Malaysia Japan International Institute of Technology (MJIIT, UTM KL) in Engineering Mathematics III for the 2011/2012 and 2013/2014 sessions

Fearless Friday: Kirsten Crear

Even in her last semester here at Gettysburg, Kirsten Crear ’14 is fearlessly working to make changes for the future of the campus community. This semester, Kirsten introduced a STEMinists club on campus that will give female students who are STEM (an acronym for Science-Technology-Engineering-Mathematics) majors the opportunity to come together and create a community, share and discuss the difficulties they face as women in their fields of study, and support and mentor each other as they prepare to enter their fields. Kirsten is passionate, driven, and determined, taking the initiative to bring this group of women together on campus so that together they can begin to challenge the norms and stereotypes about women in their fields, creating change for the future. [excerpt