Teaching Strategies to Foster Techno-Mathematical Literacies in an Innovative Mathematics Course for Future Engineers

Autor/inn/en	van der Wal, Nathalie J.; Bakker, Arthur; Drijvers, Paul
Titel	Teaching Strategies to Foster Techno-Mathematical Literacies in an Innovative Mathematics Course for Future Engineers
Quelle	In: ZDM: The International Journal on Mathematics Education, 51 (2019) 6, S.885-897 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van der Wal, Nathalie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1863-9690
DOI	10.1007/s11858-019-01095-z
Schlagwörter	Engineering Education; Mathematics Instruction; Chemistry; Science Instruction; Educational Technology; Technological Literacy; 21st Century Skills; Professional Education; Higher Education; Program Design; Program Implementation; College Students; Mathematics Skills; Cooperative Learning + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Mathematics lessons; Mathematikunterricht; Chemie; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Unterrichtsmedien; Technisches Wissen; Berufsausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Programme design; Programmaufbau; Programmplanung; Collegestudent; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kooperatives Lernen
Abstract	The workplace practices of engineers have changed due to the ubiquity of digital technology. So-called techno-mathematical literacies (TmL), seen as a domain specification of 21st-century skills, are essential for future engineers. How these TmL can be fostered in their education, however, is still unclear. To address this issue, we conducted a design study in which we developed a course in applied mathematics for higher technical professional education with TmL as central learning goals. This paper describes the design and implementation of the course in a first design cycle with 59 chemistry students. We focus on the teaching strategies that the lecturer used to stimulate the development of students' TmL. In classroom discussions, in the so-called feedback hours on which students' collaborative work on TmL was centered, context-based cases were discussed. Results include didactical, process, and inquiry-based learning strategies used by the lecturer. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01