BACKGROUND
With traditional mathematical teaching methodologies in tertiary education, the conventional pathway
is to build student understanding through mathematical content alone. Applications which utilise the
mathematics then possibly follow in later courses. The problem with this traditional methodology of
learning is that there is no close relationship with industry requirements for mathematical preparation.
Industry oriented education is an approach to learning from an industry perspective.
PURPOSE
Taking into account the Bachelor of Engineering Technology student profile of vocationally orientated
students this research is to trial the implementation of industry oriented math teaching and learning
within the BEngTech program at Christchurch Polytechnic Institute of Technology, Otago Polytechnic,
Waikato Institute of Technology and Wellington Institute of Technology as an alternative to the current
method used of theoretical based teaching.
DESIGN/METHOD
In this research, a formative test within the BEngTech program at Christchurch Polytechnic Institute of
Technology, Otago Polytechnic, Waikato Institute of Technology and Wellington Institute of
Technology has been designed in the existing teaching plan for the MG5004 Engineering Maths 1. We
have not modified any teaching content and learning outcomes in this class. The formative test
comprised two questions relating to matrices: the first was generic (theoretical) and the second
industry-oriented.
RESULTS
Since the first question was generic and the second question industry-oriented and major specific, we
separated the results of students who are studying the majors of mechanical, civil, or electrical
engineering into 3 groups. For each group we summarized the marks from the first question and
second questions. These results show that the students did well in the first question which is
theoretical based. However, most of the students were not confident in applying their theoretical
knowledge to solve an industry-oriented question.
CONCLUSIONS
This study proved that the students lack knowledge of the industry application in the
engineering math class and also there is a “disconnect” in students minds between a
mathematics problem and an industry problem i.e. this study has clearly shown the need to
close gaps in the BEngTech curriculum. A major outcome of this study is to have identified
the nature of the gaps and hence point the way for further research to investigate how to
include these in the BEngTech with appropriate integration of mathematics and engineering courses.