期刊名称：Proceedings of the Canadian Engineering Education Association
出版年度：2018
DOI：10.24908/pceea.v0i0.12974
出版社：The Canadian Engineering Education Association (CEEA)
摘要：Mathematics forms the foundation for all the engineering disciplines. Students have trouble transferring this mathematical knowledge from their mathematics classes to the rest of their undergraduate engineering classes. This study is borne out of a desire to ‘be better,' to endeavour always to try to improve, but first, you need to know where one the starting point. The authors are also passionate about mathematics as it relates to engineering. Anecdotally the authors had heard that both students and faculty were disappointed and aggravated with the current status of mathematics teaching in undergraduate engineering. With no known study in Canada looking at how mathematics connects with engineering the authors went down the path to find out how strong the connection between mathematics and undergraduate engineering is at the University of Toronto. Through a mixed-method survey, the goal was to measure respondents’ (i.e. The teaching staff) views on the importance of and students’ competence of both mathematical topics and specific mathematic skills. A survey was administered in the 2017 fall semester to all of those who teach in the Faculty of Applied Science at the University of Toronto. The first part of the survey used a 5-point scale, the second part of the survey had open-ended questions. The responses to the 5-point scale questions demonstrate that the selected mathematic topics and specific skills were all seen as important and that the students’ competence was lower than their rated importance. The open ended-questions asked for respondents definitions and views as they related
