Kent, Phillip;
Noss, Richard;
(2000)
The visibility of models: using technology as a bridge between mathematics and engineering.
International Journal of Mathematical Education in Science and Technology
, 31
(1)
pp. 61-69.
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Abstract
Engineering mathematics is traditionally conceived as a set of unambiguous mathematical tools applied to solving engineering problems, and it would seem that modern mathematical software is making the toolbox metaphor ever more appropriate. We question the validity of this metaphor, and make the case that engineers do in fact use mathematics as more than a set of passive tools—that mathematical models for phenomena depend critically on the settings in which they are used, and the tools with which they are expressed. The perennial debate over whether mathematics should be taught by mathematicians or by engineers looks increasingly anachronistic in the light of technological change, and we think it is more instructive to examine the potential of technology for changing the relationships between mathematicians and engineers, and for connecting their respective knowledge domains in new ways.
| Type: | Article |
|---|---|
| Title: | The visibility of models: using technology as a bridge between mathematics and engineering |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This is an electronic version of an article published in Kent, Phillip and Noss, Richard (2000) The visibility of models: using technology as a bridge between mathematics and engineering. International Journal of Mathematical Education in Science and Technology , 31 (1). pp. 61-69. International Journal of Mathematical Education in Science and Technology is available online at:http://www.informaworld.com/10.1080/002073900287390 Paper also appeared in the proceedings of the ICMI (International Commission on Mathematical Instruction) study conference, On the Teaching and Learning of Mathematics at University Level, held in Singapore, December 1998. |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10001497 |
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