Developing Learning and Teaching in Engineering Mathematics with and without Technology

University teachers of mathematics have begun to observe that nowadays new students when beginning their studies do not have as good a mathematical proficiency as before. The phenomenon has been noticed in all western countries during recent decades [1, 2]. What shall we do? We think that there are at least two available courses of action for improved learning results in university mathematics: 1) to identify as soon as possible the students who have an insufficient knowledge base in mathematics, and to begin remedial instruction for them, and 2) to develop mathematics learning environments both with and without technology.

The aim of this paper is to describe how Tampere University of Technology (TUT) has developed learning environments in mathematics during the last decade. We focus in the paper on two cases: 1) a multisemiotic approach to mathematical concepts and procedures, and 2) computer aided assessment and learning systems.

The first case consists of developing studies in mathematical exercises in which new kinds of problem-solving have been constructed. In the second case new students have participated in an ICT –based basic skills test at the beginning of their mathematics studies, to enable them to practice mathematical procedures in solving processes [3]. Electronic and web-based tools make it possible for students to learn independently at any time, and for teachers, offer an effective way to evaluate students’ proficiency.