Modern Mathematics Education for Engineering Curricula in Europe : A Comparative Analysis of EU, Russia, Georgia and Armenia.
Main Author: | |
---|---|
Other Authors: | , , |
Format: | eBook |
Language: | English |
Published: |
Cham :
Springer International Publishing AG,
2018.
|
Edition: | 1st ed. |
Subjects: | |
Online Access: | Click to View |
Table of Contents:
- Intro
- Preface
- Contents
- About the Editors
- 1 Introduction
- 1.1 Mathematics Education in EU for STEM Disciplines
- 1.2 TEMPUS Projects MetaMath and MathGeAr
- 1.2.1 Introduction
- 1.2.1.1 Responding to the Changes in Global Context
- 1.2.1.2 Improving Perception of Engineering Subjects
- 1.2.1.3 Retention of Engineering Students
- 1.2.1.4 National Problems of Engineering Education
- 1.2.1.5 Role of Mathematics in STEM Education
- 1.2.2 Projects MathGeAr and MetaMath
- 1.2.2.1 Objectives
- 1.2.2.2 Consortia
- 1.2.2.3 Execution
- 1.2.3 Learning Platform Math-Bridge
- 1.2.3.1 Math-Bridge Content
- 1.2.3.2 Learning Support in Math-Bridge
- 1.2.4 Conclusion
- 1.3 Perceptions of Mathematics
- 1.3.1 Introduction
- 1.3.2 Theoretical Background and Research Question
- 1.3.3 Method and Procedures
- 1.3.4 Data Analysis
- 1.3.5 Conclusions
- References
- 2 Methodology for Comparative Analysis of Courses
- 2.1 Introduction
- 2.2 Criteria for Conducting Comparative Case Studies
- 2.2.1 University/Program Profile
- 2.2.2 Course Settings
- 2.2.3 Teaching Aspects
- 2.2.4 Use of Technology
- 2.2.5 Course Statistics
- 2.2.6 Course Contents
- 2.3 Application of the Criteria for the Course Selection and Comparison
- Reference
- 3 Overview of Engineering Mathematics Education for STEM in Russia
- 3.1 Review of Engineer Training Levels and Academic Degrees
- 3.2 Forms of Studies of Engineering Students
- 3.3 Statistics and Major Problems of Engineering Education in Russia
- 3.4 Regulatory Documents
- 3.5 Comparison of Russian and Western Engineering Education
- 4 Overview of Engineering Mathematics Education for STEM in Georgia
- 4.1 Introduction
- 4.2 Georgian Technical University
- 4.3 STEM Programs at GTU
- 4.4 Mathematics at GTU
- 5 Overview of Engineering Mathematics Education for STEM in Armenia.
- 5.1 National Polytechnic University of Armenia
- 5.2 Overview of Mathematics Education at NPUA
- 5.3 Mathematics Courses at NPUA
- 6 Overview of Engineering Mathematics Education for STEMin EU
- 6.1 Engineering Mathematics Education in Finland
- 6.1.1 Tampere University of Technology
- 6.1.2 Overview of Mathematics Education at TUT
- 6.1.2.1 Major/Minor in Mathematics (BSc, MSc)
- 6.1.2.2 Teacher Studies at TUT in Mathematics
- 6.2 Engineering Mathematics Education in France
- 6.2.1 Universities
- 6.2.2 Preparatory Courses (CPGE and Internal)
- 6.2.3 Technical University Institutes (IUT) and Their Diploma (DUT)
- 6.2.4 Engineering Schools
- 6.2.5 Engineer Training in Lyon
- 6.2.5.1 Civil Engineering
- 6.2.5.2 Master Program
- 6.2.5.3 Polytech
- 6.2.5.4 INSA
- 6.2.5.5 EĢcole Centrale de Lyon
- 6.2.5.6 Curriculum Details
- 7 Case Studies of Math Education for STEM in Russia
- 7.1 Analysis of Mathematical Courses in KNRTU-KAI
- 7.1.1 Kazan National Research Technical University named after A.N. Tupolev-KAI (KNRTU-KAI)
- 7.1.2 Comparative Analysis of ``Probability Theory and Mathematical Statistics''
- 7.1.2.1 Contents of the Course
- 7.1.2.2 Summary of the Results
- 7.1.3 Comparative Analysis on ``Optimisation Methods''
- 7.1.3.1 Contents of the Course
- 7.1.3.2 Summary of the Results
- 7.1.4 Comparative Analysis on ``Discrete Mathematics''
- 7.1.4.1 Contents of the Course
- 7.1.4.2 Summary of the Results
- 7.2 Analysis of Mathematical Courses in LETI
- 7.2.1 Saint Petersburg State Electrotechnical University (LETI)
- 7.2.2 Comparative Analysis of ``Mathematical Logics and Theory of Algorithms'' (ML&
- TA)
- 7.2.2.1 Contents of the Course
- 7.2.2.2 Summary of the Results
- 7.3 Analysis of Mathematical Courses in UNN
- 7.3.1 Lobachevsky State University of Nizhni Novgorod (UNN).
- 7.3.2 Comparative Analysis of ``Mathematical Analysis''
- 7.3.2.1 Contents of the Course
- 7.3.2.2 Summary of the Results
- 7.3.3 Comparative Analysis of ``Mathematical Modeling''
- 7.3.3.1 Contents of the Course
- 7.3.3.2 Summary of the Results
- 7.4 Analysis of Mathematical Courses in OMSU
- 7.4.1 Ogarev Mordovia State University (OMSU)
- 7.4.2 Comparative Analysis of ``Algebra and Geometry''
- 7.4.2.1 Contents of the Course
- 7.4.2.2 Summary of the Results
- 7.4.3 Comparative Analysis of ``Discrete Mathematics''
- 7.4.3.1 Contents of the Course
- 7.4.3.2 Summary of the Results
- 7.5 Analysis of Mathematical Courses in TSU
- 7.5.1 Tver State University (TSU)
- 7.5.2 Mathematics Education in Tver State University
- 7.5.3 Comparative Analysis of ``Probability Theory and Mathematical Statistics''
- 7.5.3.1 Contents of the Course
- 7.5.3.2 Summary of the Results
- 7.5.4 Comparative Analysis of ``Possibility Theory and Fuzzy Logic''
- 7.5.4.1 Contents of the Course on Possibility Theory and Fuzzy Logic
- 7.5.4.2 Summary of the Results
- Reference
- 8 Case Studies of Math Education for STEM in Georgia
- 8.1 Analysis of Mathematical Courses in ATSU
- 8.1.1 Kutaisi Akaki Tsereteli State University (ATSU)
- 8.1.2 Comparative Analysis of ``Calculus 1''
- 8.1.2.1 Contents of the Course
- 8.1.2.2 Summary of the Results
- 8.1.3 Comparative Analysis of ``Modeling and Optimization of Technological Processes''
- 8.1.3.1 Contents of the Course
- 8.1.3.2 Summary of the Results
- 8.2 Analysis of Mathematical Courses in BSU
- 8.2.1 Batumi Shota Rustaveli State University (BSU)
- 8.2.2 Comparative Analysis of ``Linear Algebra and Analytic Geometry (Engineering Mathematics I)''
- 8.2.2.1 Contents of the Course
- 8.2.2.2 Summary of the Results
- 8.2.3 Comparative Analysis of ``Discrete Mathematics''
- 8.2.3.1 Contents of the Course.
- 8.3 Analysis of Mathematical Courses in GTU
- 8.3.1 Georgian Technical University (GTU)
- 8.3.2 Comparative Analysis of ``Mathematics 3''
- 8.3.2.1 Contents of the Course
- 8.3.2.2 Summary of the Results
- 8.3.3 Comparative Analysis of ``Probability Theory and Statistics''
- 8.3.3.1 Contents of the Course
- 8.3.3.2 Summary of the Results
- 8.4 Analysis of Mathematical Courses in UG
- 8.4.1 Comparative Analysis of ``Precalculus''
- 8.4.1.1 Contents of the Course
- 8.4.1.2 Summary of the Results
- 8.4.2 Comparative Analysis of ``Calculus 1''
- 8.4.2.1 Contents of the Course
- 8.4.2.2 Summary of the Results
- Reference
- 9 Case Studies of Math Education for STEM in Armenia
- 9.1 Analysis of Mathematical Courses in ASPU
- 9.1.1 Armenian State Pedagogical University (ASPU)
- 9.1.2 Comparative Analysis of ``Linear Algebra and Analytic Geometry''
- 9.1.2.1 Contents of the Course
- 9.1.2.2 Course Comparison Within SEFI Framework
- 9.1.2.3 Summary of the Results
- 9.1.3 Comparative Analysis of ``Calculus 1''
- 9.1.3.1 Contents of the Course
- 9.1.3.2 Course Comparison Within SEFI Framework
- 9.1.3.3 Summary of the Results
- 9.2 Analysis of Mathematical Courses in NPUA
- 9.2.1 National Polytechnic University of Armenia (NPUA)
- 9.2.2 Comparative Analysis of ``Mathematical Analysis-1''
- 9.2.2.1 Teaching Aspects
- 9.2.2.2 Use of Technology
- 9.2.2.3 Course Comparison Within SEFI Framework
- 9.2.2.4 Summary of the Results
- 9.2.3 Comparative Analysis of ``Probability and Mathematical Statistics''
- 9.2.3.1 Course Comparison Within SEFI Framework
- 9.2.3.2 Summary of the Results
- Reference
- 10 Overview of the Results and Recommendations
- 10.1 Introduction
- 10.2 Curricula and Course Comparison
- 10.3 Comparison of Engineering Curricula
- 10.4 Course Comparison
- 10.5 Results and Recommendations.
- 10.5.1 Course Development
- 10.5.2 Use of Technology
- 10.5.3 Bridging Courses
- 10.5.4 Pretest
- 10.5.5 Quality Assurance
- Reference.