Modern Mathematics Education for Engineering Curricula in Europe : : A Comparative Analysis of EU, Russia, Georgia and Armenia.

• Author: Pohjolainen, Seppo.
• TeilnehmendeR: Myllykoski, Tuomas.; Mercat, Christian.; Sosnovsky, Sergey.
• Place / Publishing House: Cham : : Springer International Publishing AG,, 2018.; ©2018.
• Year of Publication: 2018
• Edition: 1st ed.
• Language: English
• Physical Description: 1 online resource (199 pages)

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 École 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&amp -- 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.