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Presentation of UCBL courses III
- 1. SEFI A framework for Mathematics Curricula in Engineering Education
- 2. What is? • The largest network of higher engineering education institutions (HEIs) and educators in Europe. • Through its membership composed of HEIs, academic staff, students, related associations and companies, SEFI connects over 1 million students and 1580000 academic staff members in 48 countries.
- 3. The goals • The main purpose of SEFI document is to provide orientation for those who set up concrete mathematics curricula for their specific engineering programme, and for lecturers who think about learning and assessment arrangements for achieving the intended level of competence acquisition.
- 4. Mathematical Thinking “... Mathematical thinking consists of a lot more than knowing facts, theorems, techniques, etc. ... I would characterize the mathematics a person understands by describing what that person can do mathematically, rather than by na inventory of what the person ‘Knows’.” (Schoenfeld 1994)
- 5. Mathematical Competence “The ability to understand, judge, do, and use mathematics in a variety of intra- and extra- mathematical contexts and situations in which mathematics plays or could play a role” (Niss 2003a, p.6/7). Mathematics in Engineering Contexts Thinking mathematically Reasoning mathematically Posing and solving mathematical problems Modelling mathematically Representing mathematical entities Handling mathematical symbols and formalism Comunicating in, with, and about mathematics Making use of aids and tools
- 6. Content-related competencies, Knowledge, and skills Level 3 Level 2 Level 1 Core Zero • Quantity • Measuring • Space and shape • Functional dependency • Relations between functions • Data and chance • Algorithms • Modelling
- 7. Teaching and learning arrangements • Lectures • Assignments • Tutorials • Projects • Mathematics laboratories • Technology enhanced learning
- 8. Integrating the mathematics curriculum into the engineering study course • What to do? • When to do it? • Where to do it?
- 9. Assessment • What will the students learn? • What will the students do to learn? • How can the sudents’ knowledge be evaluated?
- 10. Conclusion The main purpose of this document is to provide orientation for those who set up concrete mathematics curricula for their specific engineering programme, and for lectures who think about learning and assessment arrangements for achieving the intended level of competence acquisition.
- 11. Thanks! მადლობა!
Editor's Notes
- Peter Nuesch, one oth the co-authors and former SEFI president, wrote: “It is hoped that our Core Curriculum answers only the one very essential question: what should be the content of mathematics courses for engineers?” Then, what is the SEFI? And what is the content of this framework?
- Was created in 1973 to contribute to the development of higher engineering education (HEE) in Europe, to reinforce the position of the engineering professionals in society, to promote information abaout HEE and improve communication between teachers, researchers and students, to reinforce the university-business cooperation and to encourage the European dimension in HEE.