Mathematics Teaching Pedagogies to Tertiary Engineering and Information Technology Students: A Literature Review
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| Title: | Mathematics Teaching Pedagogies to Tertiary Engineering and Information Technology Students: A Literature Review |
|---|---|
| Language: | English |
| Authors: | Albeshree, Fouzeh (ORCID |
| Source: | International Journal of Mathematical Education in Science and Technology. 2022 53(6):1609-1628. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Instruction, Teaching Methods, Engineering Education, Technology Education, Mathematics Skills, Undergraduate Students, Information Technology, Blended Learning, Cooperative Learning, Electronic Learning, Problem Solving, Instructional Innovation, Interdisciplinary Approach |
| DOI: | 10.1080/0020739X.2020.1837399 |
| ISSN: | 0020-739X 1464-5211 |
| Abstract: | Improving the mathematical skills of undergraduate Engineering and Information Technology (EIT) students has been an enduring challenge for educators. Lecturers continually implement new strategies that try to overcome the challenges encountered in teaching university students with varying levels of success being encountered. This paper provides insight into how educators have handled the challenges students face in their mathematics learning journey. In addition, the paper highlights some of the methods used to improve the performance of these students as problem solvers, as well as the development and implementation of creative techniques that may have made the situation more successful and less challenging. The literature was searched through using a structured literature review approach based on the primary databases: Scopus; the Education Research Complete (ERC); and the Education Resources Information Centre (ERIC). This study followed the three main steps of a systematic literature review: retrieval, selection, and analysis of the literature. Analysis of the literature showed that there is still a need to further develop and deliver innovative pedagogical strategies for teaching mathematics to EIT students. It is recommended that an interdisciplinary approach, inclusive of technology, will lead to increased understanding, improve performance and, ultimately, enhance student satisfaction. |
| Abstractor: | As Provided |
| Entry Date: | 2022 |
| Accession Number: | EJ1351390 |
| Database: | ERIC |
| Abstract: | Improving the mathematical skills of undergraduate Engineering and Information Technology (EIT) students has been an enduring challenge for educators. Lecturers continually implement new strategies that try to overcome the challenges encountered in teaching university students with varying levels of success being encountered. This paper provides insight into how educators have handled the challenges students face in their mathematics learning journey. In addition, the paper highlights some of the methods used to improve the performance of these students as problem solvers, as well as the development and implementation of creative techniques that may have made the situation more successful and less challenging. The literature was searched through using a structured literature review approach based on the primary databases: Scopus; the Education Research Complete (ERC); and the Education Resources Information Centre (ERIC). This study followed the three main steps of a systematic literature review: retrieval, selection, and analysis of the literature. Analysis of the literature showed that there is still a need to further develop and deliver innovative pedagogical strategies for teaching mathematics to EIT students. It is recommended that an interdisciplinary approach, inclusive of technology, will lead to increased understanding, improve performance and, ultimately, enhance student satisfaction. |
|---|---|
| ISSN: | 0020-739X 1464-5211 |
| DOI: | 10.1080/0020739X.2020.1837399 |
