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Realizing Desired Learning Outcomes in Undergraduate Mathematics

Realizing Desired Learning Outcomes in Undergraduate Mathematics

Roselainy Abdul Rahman, Yudariah Mohammad Yusof, Sabariah Baharun
Copyright: © 2012 |Pages: 25
ISBN13: 9781466618091|ISBN10: 1466618094|EISBN13: 9781466618107
DOI: 10.4018/978-1-4666-1809-1.ch009
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MLA

Rahman, Roselainy Abdul, et al. "Realizing Desired Learning Outcomes in Undergraduate Mathematics." Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, edited by Khairiyah Mohd Yusof, et al., IGI Global, 2012, pp. 182-206. https://doi.org/10.4018/978-1-4666-1809-1.ch009

APA

Rahman, R. A., Yusof, Y. M., & Baharun, S. (2012). Realizing Desired Learning Outcomes in Undergraduate Mathematics. In K. Yusof, N. Azli, A. Kosnin, S. Yusof, & Y. Yusof (Eds.), Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices (pp. 182-206). IGI Global. https://doi.org/10.4018/978-1-4666-1809-1.ch009

Chicago

Rahman, Roselainy Abdul, Yudariah Mohammad Yusof, and Sabariah Baharun. "Realizing Desired Learning Outcomes in Undergraduate Mathematics." In Outcome-Based Science, Technology, Engineering, and Mathematics Education: Innovative Practices, edited by Khairiyah Mohd Yusof, et al., 182-206. Hershey, PA: IGI Global, 2012. https://doi.org/10.4018/978-1-4666-1809-1.ch009

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Abstract

STEM education at UTM uses the OBE model in its effort to ensure its students are qualified and able to compete in a climate of global development and technological advancement. In line with this, the authors embarked in transforming their teaching and learning approaches to meet these demands. In this chapter, they share some of their experiences in coping with the challenges of changing teaching practices to accommodate OBE. In redesigning the Engineering Mathematics course, the authors started by looking at meaningful mathematical learning and identifying skills that could be integrated with teaching. They used this information in helping to determine the desired learning outcomes. Then, they examined the relationship between the content, assessment, and teaching and learning approaches. For successful mathematical learning, they believed that students should participate actively in the knowledge construction, develop flexible thinking skills, be able to communicate their knowledge, and become independent learners. The authors discussed the strategies they designed and employed in engaging students with the subject matter as well as to initiate and support students’ thinking and communication in the language of mathematics. Indications of students struggle, progress, and growth that were taking place and the difficulties encountered in the research implementation are highlighted.

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