MATHEMATICAL%20YEARS%20Positions%20to%20Mathematical%20Education%20of%20Engineers

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MATHEMATICAL YEARS Positions to Mathematical
Education of Engineers

• Dieter Schott, Thomas Schramm
• Raimond Strauß, Thomas Risse
• North Germany

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....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
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Dieter Schott
Thomas Risse
Raimond Strauß
Thomas Schramm
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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

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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

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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

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Incredible examples
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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

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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.

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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
  well-educated people.

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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.

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MCNE professionals (Mathematicians, Computer
Scientists, Natural Scientists Engineers)
Not Master Certified Novell Engineer
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Statements

• MCNE professionals are the key-forces of modern
  industry, service- and knowledge-society.
• In this disciplines we find the potential for
  innovation and (economical) growth.
• BDA (Union of German Employers)

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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.

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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.

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Mathematics as a Stepchild

• Bad reputation in the public
• Small lobby in politics
• Aversion of many pupils and students
• Neglected subject in education

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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.

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Public Reactions
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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.

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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
• MathComputer ScienceEngineering Projects
• Introduction of foundation courses, semesters or
  years

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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

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How to Get the Kids 1
2D Homer in a 3D hyper-cube called Frinkahedron
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How to get the kids 2
Mathematics campaign You know more about
mathematics than you think!
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How to get the kids 3
Barbara Meier explains how Mathematics helps her
on the catwalk.
The winner 2007 is a mathematics student.
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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)

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Mathematics and Engineering Education

• Network

schools
industry
national and international
universities
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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

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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.

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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.