Mathematical competencies and blended education
How to build a resilient course?
Annoesjka Cabo (TU Delft - Statistics)
Jacqueline Wong (TU Delft - Statistics)
N.J. van der Wal (TU Delft - Statistics)
W.P. Dijkstra (TU Delft - Teaching & Learning Services)
Renate G. Klaassen (TU Delft - Teaching & Learning Services)
E. Papageorgiou (TU Delft - Statistics)
L.E. Menschaart (TU Delft - Statistics)
More Info
expand_more
Other than for strictly personal use, it is not permitted to download, forward or distribute the text or part of it, without the consent of the author(s) and/or copyright holder(s), unless the work is under an open content license such as Creative Commons.
Abstract
1.1 Background To educate future competent engineers, it is crucial to adopt teaching and learning approaches that support students in dealing with highly complex problems [1]. One strategy is to enhance service mathematics in higher engineering education by shifting from outcome-centered to competence-centered approaches [2]. This strategy is examined and adopted in a large-scale innovation programme of mathematics education (PRIME) at TU Delft to design effective service mathematics courses in higher engineering education. As mathematics is at the core of engineering education, we will, in this workshop, explore how to create a viable and resilient educational model for developing mathematical competencies, described in the Framework of Mathematics Curricula in Engineering Education [2, 3]. Additionally, we will discuss how the development of mathematical competencies can be facilitated by leveraging technology in blended and remote learning environments. The aim of this workshop is to start a process via a living document which serves to share and create material and expertise in teaching, learning and assessing the mathematical competencies.