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Problem: Lack of mathematical competency

In order to stimulate economic growth and to stay internationally competitive, most modern European countries rely on a steady supply of highly skilled workers. This is especially true concerning occupations that require profound knowledge of technology and natural science. Yet recent years have seen more students enrolling and graduating in the fields of social science, business and law than in engineering, manufacturing and construction.[1][2] One possible explanation for this observation is seen in the high mathematical competency level that these disciplines require. During the post-secondary education process students often discover a mathematical knowledge gap of varying size when confronted with the new content of their field of study.[3] Unsystemised and untailored attempts to close these gaps often result in failure, making the student change his/her field of study or drop-out for good; thereby generating high failure statistics, which in turn might deter upcoming students from enrolling in these fields in the first place.

Project goals

"The European Project Math-Bridge (...) aims at providing technical and pedagogical support for mathematical bridging courses."[4] The goal hereby is to combine the content of European bridging courses, provided by the participating partners, and make the result accessible to users all over Europe.[5]

Project features

Remedial content from several European countries is presented to the user in a unified way. The user can choose between several different languages for presentation.

Math-Bridge can adapt the presented remedial content to the competencies, language, and the field-of-study of a student.

Project partners

References

Notes

  1. ^ European Commission (2009), Europe in Figures, Eurostat Yearbook 2009, p. 191 f
  2. ^ European Commission (2010), Europe in Figures, Eurostat Yearbook 2010, S. 263–265f
  3. ^ LTSO, Math-Bridge – Objectives: http://www.cen-ltso.net/%28S%28ytuld1fxqueten2vrkod1uqa%29%29/Main.aspx?put=1103&AspxAutoDetectCookieSupport=1
  4. ^ Biehler, R., Fischer, P. R., Hochmuth, R., Wassong, Th. (2010), Self-regulated learning and self assessment in online mathematics bridging courses, Universities Kassel and Paderborn: http://mathbridge.math.uni-paderborn.de/fileadmin/Mathematik/Mathbridge/publications/Cerme_WG15_PosterProposal_BiehlerEtAl.pdf
  5. ^ Biehler, R., Fischer, P. R., Hochmuth, R., Jeuring, J, Wassong, Th. (2010), How to support students learning in mathematical bridging-courses using an ITS? Remedial scenarios in the European project Math-Bridge, Universities Kassel, Paderborn and Open Universiteit of the Netherlands: http://www.cs.uu.nl/research/techreps/repo/CS-2010/2010-023.pdf
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