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Technical Mathematics: A Dilemma

In: New Directions in Two-Year College Mathematics

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  • Keith Shuert

Abstract

Summary This paper addresses the problem of how community colleges can effect an interface between the technical faculty and the math faculty with regard to appropriate mathematics education for the vocational/technical students. A process for the development of a tech math sequence of courses is offered which involves the input of both math faculty on a cooperative basis. The initial thrust should come from the career faculty. After both groups mutually arrive at list of math topics, the math faculty should formally develop the course and submit it to all the involved faculty for final approval. A number of possible resolutions are given should this cooperative venture break down. The issue of who should teach technical mathematics is discussed. Instructors should have experience in industry and have completed math courses through calculus. The view is expressed that it is probably easier for technical facutly to upgrade their math than for the math faculty to become familiar with the appropriate applications of tech math. A list of objectives for the first of a two course sequence in tech math is provided. The course content was arrived at by consultation between the math and the applied technology faculty at a community college. A review of related literature is included under the headings of cooperation between mathematics and occupational faculty, technical math competencies, and the technical math curriculum development.

Suggested Citation

  • Keith Shuert, 1985. "Technical Mathematics: A Dilemma," Springer Books, in: Donald J. Albers & Stephen B. Rodi & Ann E. Watkins (ed.), New Directions in Two-Year College Mathematics, pages 83-100, Springer.
    • Handle: RePEc:spr:sprchp:978-1-4612-5116-3_5
    DOI: 10.1007/978-1-4612-5116-3_5
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