Integrating mathematics into engineering : a case study

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.