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Enhancing Mathematics Instruction Through Laboratory Exercises

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Publicado en:Education Sciences vol. 15, no. 8 (2025), p. 1008-1025
Autor principal: Rasheduzzaman Md.
Otros Autores: Tong Jingjing, Hiranmayee, Panchangam, Deken Brad
Publicado:
MDPI AG
Materias:
Southeast Missouri State University
Problem solving
Students
Teaching methods
Collaboration
Laboratories
Mathematics education
Software utilities
STEM education
Data analysis
Online tutorials
Engineering
Critical thinking
Learning
Course Descriptions
Experiential Learning
Influence of Technology
Addition
Computation
Academic Achievement
Educational Technology
Individualized Instruction
Engineering Technology
Course Objectives
Correlation
College Mathematics
Equations (Mathematics)
Evaluative Thinking
Algebra
Engineering Education
Course Content
Computer Software
Introductory Courses
Computer Use
Algorithms
Calculus
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Resumen:This paper describes creating a new course for engineering technology students at Southeast Missouri State University that focuses on application-based mathematics instruction through laboratory experiments. The course structure comprises beginning the semester with pre-calculus and trigonometry and progressing to calculus and differential equations. The topics are covered from the engineering and engineering technology applications standpoint, with examples from electrical and mechanical systems. A hands-on, problem-based learning approach is selected for teaching the application of mathematics to engineering technology students. This entails students being presented with real-world problems, solving them using mathematical concepts, and then verifying results by using software tools. Specifically, twelve laboratory exercises using Scilab have been incorporated into the course. For engineering students, using engineering examples improves both their ability to understand the material’s relevance and their understanding of mathematical techniques that may be applied to real-world problems that they will likely encounter in their future jobs.
ISSN:2227-7102
2076-3344
DOI:10.3390/educsci15081008
Fuente:Education Database