The Mathematical Components of Engineering

Full Report of Activities and Results

1. Background

The Mathematical Components of Engineering Expertise project is the latest in a series of
research studies conducted at the Institute of Education on the use of mathematics in
vocational and professional workplaces. Throughout these investigations we have been
concerned with both epistemological and psychological issues involved in relating
mathematical and professional knowledge. The epistemological concern has led us to
consider mathematical knowledge in its broadest sense, including the ‘mathematisations’
that are largely implicit in professional practice, not just those that consist of direct
application of taught mathematical techniques. The current project has contributed to this
effort by focusing on professional engineering design practice, a domain with a number of
distinctive characteristics. This has afforded an opportunity to broaden our body of data,
and has allowed us (modestly) to advance our theory-building efforts.

2. Objectives

The Aims and Objectives for the project were specified as follows in the original
proposal:

(1) To study the mathematical components of engineering practice in order to
elaborate the relationships between mathematical abstraction and engineering
expertise

This objective has been achieved. For our methods of study, see the Methods section
below, and for our findings, see the Results section and the attached Nominated Output.

(2) To advance our theoretical work on abstraction, in particular on the notion of
“situated abstraction”, which seeks to clarify the boundaries between situated
knowledge and mathematical abstraction

This is in the course of being achieved as we write up our analyses for publication.
During the course of the project we identified several key examples of situated
knowledge and the existence of knowledge boundaries. These have been employed to
develop preliminary analyses and published results, and are currently being elaborated
further.

(3) To assess the pedagogical implications of our findings, in the context of the
current debate in the engineering profession concerning revisions to the teaching of
mathematics to undergraduate engineering students

Achieved as follows:

(1) In September 2001, we were invited by the Joint Board of Moderators (a group
appointed by the professional Institutions of Civil, Structural and Building Services
Engineers to accredit undergraduate degree courses) to contribute to their discussions
about changes to degree course entry requirements for mathematics. We have remained in

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