Engineering mathematics in the UK: SARTOR-a timely opportunity for reform

Author

Croft, A.C. ; Hibberd, S. ; Lawson, D.A. ; Mustoe, L.R. ; Shaw, C.T.

Author_Institution

Dept. of Math. Sci., Loughborough Univ. of Technol., UK

Volume

9

Issue

2

fYear

2000

fDate

4/1/2000 12:00:00 AM

Firstpage

77

Lastpage

88

Abstract

SARTOR 3 provides a new framework for the formation of Engineers in the UK and within it the skilled application of a distinct body of knowledge based on mathematics is explicit. This paper presents a critical overview of the mathematical requirements and expected mathematical outcomes for engineering degrees. The issues associated with mathematical preparedness of students entering engineering degrees are examined. The requirements for both Chartered and Incorporated Engineers are identified and the rationale behind a set of proposals for their mathematical education is described. The paper outlines recommendations that will allow benchmarking of the mathematical aspects of degree programmes

Keywords

engineering education; mathematics; Chartered Engineers; Incorporated Engineers; SARTOR 3; UK; engineering degrees; engineering mathematics; expected mathematical outcomes; mathematical education; mathematical requirements; mathematics knowledge; student mathematical preparedness;

fLanguage

English

Journal_Title

Engineering Science and Education Journal

Publisher

iet

ISSN

0963-7346

Type

jour

DOI

10.1049/esej:20000205

Filename

843227