MATHEMATICAL YEARS
Positions to Mathematical Education
of Engineers
Dieter Schott, Thomas Schramm
Raimond Strauß, Thomas Risse
North Germany
”....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
Dieter Schott
Thomas Schramm
Thomas Risse
Raimond Strauß
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
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
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
Incredible examples
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
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.
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 welleducated people.
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.
MCNE* professionals
(Mathematicians, Computer Scientists, Natural Scientists & Engineers)
OECD Study (2000)
BDA Study
Germany
1040
800
OECD Average
1500
Ireland
2200
1400
Japan
2200
1200
per 100 000 employees
* Not : Master Certified Novell Engineer
Statements
MCNE professionals are the key-forces of
modern industry, service- and knowledgesociety.
In this disciplines we find the potential for
innovation and (economical) growth.
BDA (Union of German Employers)
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.
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.
Mathematics as a Stepchild
•
•
•
•
Bad reputation in the public
Small lobby in politics
Aversion of many pupils and students
Neglected subject in education
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.
Public Reactions
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.
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
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
How to Get the Kids 1
2D Homer in a 3D „hyper“-cube called Frinkahedron
How to get the kids 2
Mathematics campaign: You
know more about mathematics
than you think!
How to get the kids 3
Barbara Meier explains
how Mathematics helps
her on the catwalk.
The winner 2007 is a mathematics student.
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)
Mathematics and Engineering Education
Network:
schools
industry
national and international
universities
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
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.
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.