Mathematics as a Gatekeeper to Engineering: The Interplay between Mathematical and Design Thinking

Research Questions:

• How do students respond to open-ended, ambiguous design task?
• How do students thinking processes differ based on differences in mathematics, design and engineering backgrounds?
• How do students’ thinking processes differ based on difference in attitudes towards and beliefs about mathematics, design and engineering?

Activity and Sample: 

First–year Engineering Students and Senior Engineering, Design, Mathematics Students

Frameworks, Instruments, and Analysis: 

Data collection/framework: Think-Aloud Protocol, Design Task Artifacts, Transcribed Interview Responses

Analysis: Critical Incident Analysis using Video Data and Transcripts

All pilot participants focused more on design related aspects during the first hour.

Preliminary Results: 

The senior students seemed to have a more developed strategy for approaching design tasks.

The participants applied varying mathematical practices and knowledge to the task.