Math-oriented critical thinking skills in engineering

The current phenomena of knowledge explosion and technology advancement, has significantly demand engineering practice to participate in research at the extremes; from the microscopic level of nanotechnology to the mega level of global systems such as civil infrastructure. There is also the urgent need to acquire new knowledge and skills in new areas such as cyber infrastructure. Mathematics being one of the fundamental knowledge undergirding engineering practice forms the key-base knowledge to many of these technological innovations. In other words, preeminence in many of these technological innovations, is sound mathematical knowledge and skills in many aspects of engineering. The symbiosis between mathematics and engineering is so well established that any new advancement in engineering would mean new mathematical theories need be explored. Thus, fluency with mathematics is an essential weapon in the modern graduate engineers armoury [1] without which engineers would only be left as spectators to witness these knowledge and technological advancement. To combat these phenomena, it is imperatively important to emphasize on the importance of critical thinking (CT) among engineering students. However, there still lies a fundamental issue among mathematics educators teaching undergraduate engineering students of what exactly the math-oriented CT (M-O CT) skills these students need to acquire upon graduation. This paper seeks to bring the awareness of the importance of identifying the pertinent M-O CT skills and factors that helps promote these skills among engineers in engineering consultancy firms and how these skills can be reflected on prospective engineers during their formation years. A brief overview of the current scenario and a preliminary research work on the teaching and learning of engineering mathematics at Southern University will be discussed pertaining to M-O CT skills. For the purpose of discussion in this paper, M-O CT skills can conceptually be defin- - ed as a continual process that involves acquiring and using an appropriate set of cognitive skills and affectively driven by dispositions (attitudes and habits of mind) that promotes and reinforces such skills.