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Integrating mathematics into engineering : a case study
Author(s)
Mahomed, Shaheed
Date Issued
2007
Type
Thesis
Publisher
Cape Peninsula University of Technology
Abstract
Twelve years into a democracy, South Africa still faces many developmental challenges.
Since 2002 Universities of Technology in South Africa have introduced Foundational
Programmes/provisions in their Science and Engineering programmes as a key
mechanism for increasing throughput and enhancing quality. The Department of Education
has been funding these foundational provisions since 2005. This case study evaluates an
aspect of a foundational provision in Mechanical Engineering, from the beginning of 2002
to the end of 2005, at a University of Technology, with a view to contributing to its
improvement.
The Cape Peninsula University of Technology (CPUT), the locus for this case study, is the
only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness
in Mathematics for tertiary level study is a national and international
phenomenon. There is thus a social interest in the evaluation of a Mathematics course that
is part of a strategy towards addressing the shortage in Engineering graduates. This
Evaluation of integration of the Foundation Mathematics course into Foundation Science,
within the Department of Mechanical Engineering at CPUT, falls within the ambit of this
social need. An integrated approach to curriculum conception, design and implementation is a widely
accepted strategy in South Africa and internationally; this approach formed the basis of the
model used for the Foundation programme that formed part of this Evaluation. A review of
the literature of the underpinnings of the model provided a theoretical framework for this
evaluation study. In essence this involved the use of academic literacy theory together
with learning approach theory to provide a lens for this case study. The research
methodology used was largely qualitative, with both qualitative and quantitative methods
used for purposes of triangulation. The evaluation was conducted of four key aspects of
integration of foundation mathematics into foundation science, namely conception,
design, implementation and impact.
This provided the framework for the main argument of this thesis, namely that conceptual
and design flaws in the integration modelled to student learning of Mechanics concepts (in
Foundation Science) not being effectively supported. The final section of the study outlines recommendations for improvement of the foundation mathematics course. It also
identifies areas for future research.
Since 2002 Universities of Technology in South Africa have introduced Foundational
Programmes/provisions in their Science and Engineering programmes as a key
mechanism for increasing throughput and enhancing quality. The Department of Education
has been funding these foundational provisions since 2005. This case study evaluates an
aspect of a foundational provision in Mechanical Engineering, from the beginning of 2002
to the end of 2005, at a University of Technology, with a view to contributing to its
improvement.
The Cape Peninsula University of Technology (CPUT), the locus for this case study, is the
only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness
in Mathematics for tertiary level study is a national and international
phenomenon. There is thus a social interest in the evaluation of a Mathematics course that
is part of a strategy towards addressing the shortage in Engineering graduates. This
Evaluation of integration of the Foundation Mathematics course into Foundation Science,
within the Department of Mechanical Engineering at CPUT, falls within the ambit of this
social need. An integrated approach to curriculum conception, design and implementation is a widely
accepted strategy in South Africa and internationally; this approach formed the basis of the
model used for the Foundation programme that formed part of this Evaluation. A review of
the literature of the underpinnings of the model provided a theoretical framework for this
evaluation study. In essence this involved the use of academic literacy theory together
with learning approach theory to provide a lens for this case study. The research
methodology used was largely qualitative, with both qualitative and quantitative methods
used for purposes of triangulation. The evaluation was conducted of four key aspects of
integration of foundation mathematics into foundation science, namely conception,
design, implementation and impact.
This provided the framework for the main argument of this thesis, namely that conceptual
and design flaws in the integration modelled to student learning of Mechanics concepts (in
Foundation Science) not being effectively supported. The final section of the study outlines recommendations for improvement of the foundation mathematics course. It also
identifies areas for future research.
Additional information
Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007.
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205238491_Mahomed_S_Mtech_Mech_Eng_2007_9000663.pdf
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Thesis
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Sponsor(s)
National Research Foundation (NRF)