EXPERIENCE AND REFLECTION ON AN INTEGRATED MATHEMATICS CURRICULUM FOR AN ENGINEERING ARTICULATION PROGRAM | Zendy

Robert W. Brennan | Zendy; Kim L. Johnston | Zendy; S. Li | Zendy; Nancy J. Nelson | Zendy; Anders Nygren | Zendy; R. Paul | Zendy; Monique Sullivan | Zendy

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EXPERIENCE AND REFLECTION ON AN INTEGRATED MATHEMATICS CURRICULUM FOR AN ENGINEERING ARTICULATION PROGRAM

Author(s) -

Robert W. Brennan,

Kim L. Johnston,

S. Li,

Nancy J. Nelson,

Anders Nygren,

R. Paul,

Monique Sullivan

Publication year - 2020

Publication title -

proceedings of the canadian engineering education association (ceea)

Language(s) - English

Resource type - Journals

ISSN - 2371-5243

DOI - 10.24908/pceea.vi0.14146

Subject(s) - articulation (sociology) , curriculum , mathematics education , reflection (computer programming) , engineering education , popularity , computer science , extension (predicate logic) , engineering , pedagogy , mathematics , engineering management , sociology , psychology , programming language , political science , social psychology , politics , law

In this paper, we provide an overview of an integrated mathematics curriculum that is a key element of an engineering articulation program (polytechnic to university). This integrated approach to teaching mathematics is a logical extension of the integrated curriculum models that have been gaining popularity for undergraduate engineering education since the 1960’s, and is well suited to the fast-paced nature of an engineering articulation program. We provide background on the engineering articulation program and the integrated mathematics curriculum, and provide reflections on the implementation of this approach.

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