Developing Techno-mathematical Literacies in higher technical professional education

Abstract

Due to an increased use of technology, engineers’ workplace practices have changed. So-called Techno-mathematical Literacies (TmL) are necessary skills for current and future engineers. This dissertation describes four studies that investigate how to develop these skills in first-year higher technical professional education (HBO). Firstly, seven TmL frequently used by engineers, have been identified in an interview study with fourteen engineers of different technical domains. These TmL include Data literacy, Technical software skills, Technical communication skills, Sense of error, Senso of number, Technical creativity, and Technical drawing skills. Second, with these TmL as central learning goals, an innovative course in applied mathematics was designed and implemented using the approach of Design-based Implementation Research. This course consists of two complementary learning tracks in parallel. The basic abstract mathematical skills are practiced in an electronical learning environment and in the second track students work collaboratively on context-based cases. In class, the lecturers use the pedagogical approach of Inquiry-based learning (IBL). In a pilot study, the lecturer used the following types of teaching strategies to stimulate TmL learning: pedagogical, process, general IBL, and TmL specific IBL. Thereafter, the course became part of the curriculum of the School of Life Sciences and Environmental Technology at Avans University of Applied Sciences in the Netherlands. In a period of three academic years, eleven lecturers taught the new course to over 1400 students. The course was monitored, evaluated and adjusted each year. Thirdly, lecturers reported challenges in teaching the new course, in particular related to their changing role. Therefore, an interview study with all participating lecturers was conducted to understand their experiences, opinions, dilemmas, feelings, and beliefs. The fourth study evaluated the effectiveness of the course on students’ development of TmL through a pre- and posttest design. In this study, an instrument was designed to measure TmL. The results showed a positive effect on students’ development of some of the TmL, for example, sense of error and technical software skills. More complex TmL, such as data literacy and technical creativity proved to be more difficult to measure, and perhaps learned. Altogether, the PhD study yielded theoretical knowledge about the nature of TmL, practical knowledge on the implementation of TmL in education, and the design of a course in applied mathematics that is adjustable for all technical domains.