Details for publication #11:

2010 - Working paper

Using mathematics to solve engineering problems and mathematical subjectivities

This paper examines the transfer of mathematics learning from pre-university mathematics courses to its use in electrical engineering degrees. It considers how apparently small changes in context, problem and the expression of mathematics can lead to disconnection from mathematics amongst students. Commonalities and differences in mathematics assessment pre and during university give rise to mathematical boundary objects (Star, 1989) that carry with the student as they move from their pre-university to their university learning context. How can such mathematical boundary objects be understood and how can they be used to facilitate better understanding of problems of engineering during the electrical and electronics engineering degree?