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논문 기본 정보
- 자료유형
- 학술대회자료
- 저자정보
- 발행연도
- 2007.5
- 수록면
- 13 - 18 (6page)
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초록· 키워드
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What is the "new paradigm"? It is impossible express it in one or two words, but if one had to, the closest might be the "holistic approach". The expression can be justified by the fact that the conclusions above lead to a greater intermixing of mathematics with engineering and natural sciences subjects. They also lead to a greater intermixing of subjects within mathematics so that the courses should have less separation e.g. between symbolic and numerical mathematics. The intermixing with other subjects is typically expressed in the form examples from simplified real problems.
The conclusions also lead to the spreading the mathematics courses throughout all study years, not just the first two years. Of course, this should be done with great care in order to guarantee studies that are logically linked together.
The new paradigm also means that the needs arising from industrial mathematics must be taken into account in the contents of engineering mathematics courses. Such topics are e.g. multivariate methods, statistics and use of mathematical software.
What are we expected to gain from the paradigm shift? The primary benefit should be obtaining more productive engineers equipped with a better degree of mathematical preparedness for engineering problems. But in addition, it should also promote more intensive use of applied mathematics and easier communication with professional mathematicians, often needed in complicated industrial problems.
Finally, it can be noted that the new paradigm is in harmony with the basic ideas of the CDIO (Conceive - Design - Implement - Operate) initiative for producing the next generation of engineers [1].
The conclusions also lead to the spreading the mathematics courses throughout all study years, not just the first two years. Of course, this should be done with great care in order to guarantee studies that are logically linked together.
The new paradigm also means that the needs arising from industrial mathematics must be taken into account in the contents of engineering mathematics courses. Such topics are e.g. multivariate methods, statistics and use of mathematical software.
What are we expected to gain from the paradigm shift? The primary benefit should be obtaining more productive engineers equipped with a better degree of mathematical preparedness for engineering problems. But in addition, it should also promote more intensive use of applied mathematics and easier communication with professional mathematicians, often needed in complicated industrial problems.
Finally, it can be noted that the new paradigm is in harmony with the basic ideas of the CDIO (Conceive - Design - Implement - Operate) initiative for producing the next generation of engineers [1].
목차
INTRODUCTION
OBJECTIVES OF ENGINEERING MATHEMATICS
THE PROBLEMS IN THE TRADITIONAL WAY OF TEACHING MATHEMATICS FOR ENGINEERS
THE NATURE OF INDUSTRIAL AND ENGINEERING MATHEMATICS
ENHANCING MOTIVATION
ENHANCING UNDERSTANDING
SUMMARY
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