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An important outcome in mathematical learning for Malaysian engineering undergraduates is the ability to apply the mathematical knowledge learnt in order to solve complex problems (EAC, 2012). However, previous research and the authors’ experience have shown that some students faced difficulties in manipulating concepts, coordinating multiple procedures, manipulating symbols in a flexible way and in answering non-routine questions (Tall & Razali, 1993; Anthony, 2000; Croft & Ward, 2001; Hoch & Dreyfus, 2005, Roselainy, 2009, Roselainy, Yudariah & Sabariah, 2012a). Thus, in an effort to promote holistic students’ achievement, Malaysia-Japan International Institute of Technology (MJIIT), has adopted a teaching and learning culture by focusing on Knowledge, Experiential and Self-regulated learning (KES). MJIIT is a government to government initiative that aims to provide Japanese style education in a Malaysian setting. This paper will discuss the strategies that were developed to support Outcome-Based Education in the Engineering Mathematics 3 course by promoting self-regulated learning and focusing on the development of mathematical competencies (SEFI, 2011). To ensure the achievement of the course learning outcomes, the constructive alignment theory (Biggs & Tang, 2010) was employed. This was performed to assess whether the outcomes, teaching and learning activities, as well as the assessment of students’ learning were aligned and contributed effectively to learning.
In the authors’ earlier work, a framework was developed to support and enhance students’ awareness of their own mathematical thinking powers as well as to highlight independent learning, communication and team working skills. The framework is also described in greater detail in the works of the following authors: Roselainy et al. (2007); Baharun et al. (2008); Roselainy (2009) and Roselainy et al. (2012a). Various theoretical inputs were considered (Mason et al., 1982, 2010; Watson & Mason, 1998; Tall, 1991, 1995) and strategies were developed and applied to make the thinking processes, structures of mathematics explicit as well as increased students’ awareness on the use of their thinking powers. Appropriate teaching tasks were designed to support, develop and extend students’ abilities in working on mathematical problem solving. For this study, a new model was designed to further extend the framework and included strategies to support students’ awareness of their Self-Regulated Learning (SRL). There were three main objectives of the research; (i) to enhance students’ mathematical competencies; (ii) to support self-regulated learning; and (iii) to improve the teaching practice of Engineering Mathematics 3 (i.e. Advanced Calculus). This paper discusses the implementation of the research as well as the strategies that were used in the classroom.