Authentic Engineering Problems in Service Mathematics Assignments: Principles, Processes and Products from Twenty Years of Task Design

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Standard

Authentic Engineering Problems in Service Mathematics Assignments : Principles, Processes and Products from Twenty Years of Task Design. / Schmidt, Karsten; Winsløw, Carl.

I: International Journal of Research in Undergraduate Mathematics Education, Bind 7, Nr. 2, 2021, s. 261-283.

Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt

Harvard

Schmidt, K & Winsløw, C 2021, 'Authentic Engineering Problems in Service Mathematics Assignments: Principles, Processes and Products from Twenty Years of Task Design', International Journal of Research in Undergraduate Mathematics Education, bind 7, nr. 2, s. 261-283. https://doi.org/10.1007/s40753-021-00133-0

APA

Schmidt, K., & Winsløw, C. (2021). Authentic Engineering Problems in Service Mathematics Assignments: Principles, Processes and Products from Twenty Years of Task Design. International Journal of Research in Undergraduate Mathematics Education, 7(2), 261-283. https://doi.org/10.1007/s40753-021-00133-0

Vancouver

Schmidt K, Winsløw C. Authentic Engineering Problems in Service Mathematics Assignments: Principles, Processes and Products from Twenty Years of Task Design. International Journal of Research in Undergraduate Mathematics Education. 2021;7(2):261-283. https://doi.org/10.1007/s40753-021-00133-0

Author

Schmidt, Karsten ; Winsløw, Carl. / Authentic Engineering Problems in Service Mathematics Assignments : Principles, Processes and Products from Twenty Years of Task Design. I: International Journal of Research in Undergraduate Mathematics Education. 2021 ; Bind 7, Nr. 2. s. 261-283.

Bibtex

@article{db79c47989ba48d98996cb469ab47244,
title = "Authentic Engineering Problems in Service Mathematics Assignments: Principles, Processes and Products from Twenty Years of Task Design",
abstract = "A central problem in undergraduate mathematics education for future engineers consists in the perceived and actual relevance of the mathematical content. One strategy to strengthen both is to let students experience how that content appears in posing and solving authentic problems from the field of engineering which the students have signed up to study. This paper proposes a way to develop such a strategy, both in terms of theoretical precision (e.g. to clarify what “authentic” could mean in this context), and in terms of the institutional and epistemological conditions and constraints for realizing the strategy. The paper is based on cases and formats developed over twenty years at the Technical University of Denmark.",
keywords = "Authentic engineering problem, Calculus, Didactic transposition, Linear algebra",
author = "Karsten Schmidt and Carl Winsl{\o}w",
note = "Publisher Copyright: {\textcopyright} 2021, The Author(s), under exclusive licence to Springer Nature Switzerland AG part of Springer Nature.",
year = "2021",
doi = "10.1007/s40753-021-00133-0",
language = "English",
volume = "7",
pages = "261--283",
journal = "International Journal of Research in Undergraduate Mathematics Education",
issn = "2198-9745",
publisher = "Springer",
number = "2",

}

RIS

TY - JOUR

T1 - Authentic Engineering Problems in Service Mathematics Assignments

T2 - Principles, Processes and Products from Twenty Years of Task Design

AU - Schmidt, Karsten

AU - Winsløw, Carl

N1 - Publisher Copyright: © 2021, The Author(s), under exclusive licence to Springer Nature Switzerland AG part of Springer Nature.

PY - 2021

Y1 - 2021

N2 - A central problem in undergraduate mathematics education for future engineers consists in the perceived and actual relevance of the mathematical content. One strategy to strengthen both is to let students experience how that content appears in posing and solving authentic problems from the field of engineering which the students have signed up to study. This paper proposes a way to develop such a strategy, both in terms of theoretical precision (e.g. to clarify what “authentic” could mean in this context), and in terms of the institutional and epistemological conditions and constraints for realizing the strategy. The paper is based on cases and formats developed over twenty years at the Technical University of Denmark.

AB - A central problem in undergraduate mathematics education for future engineers consists in the perceived and actual relevance of the mathematical content. One strategy to strengthen both is to let students experience how that content appears in posing and solving authentic problems from the field of engineering which the students have signed up to study. This paper proposes a way to develop such a strategy, both in terms of theoretical precision (e.g. to clarify what “authentic” could mean in this context), and in terms of the institutional and epistemological conditions and constraints for realizing the strategy. The paper is based on cases and formats developed over twenty years at the Technical University of Denmark.

KW - Authentic engineering problem

KW - Calculus

KW - Didactic transposition

KW - Linear algebra

U2 - 10.1007/s40753-021-00133-0

DO - 10.1007/s40753-021-00133-0

M3 - Journal article

AN - SCOPUS:85110554333

VL - 7

SP - 261

EP - 283

JO - International Journal of Research in Undergraduate Mathematics Education

JF - International Journal of Research in Undergraduate Mathematics Education

SN - 2198-9745

IS - 2

ER -

ID: 281284063