Abstract:

Nowadays, more and more engineers choose to change careers and become mathematics teachers. This group of career changers will most definitely contribute to forming the future of mathematics education. It’s possible that previous experience in different fields of engineering left a mark on the career changers’ perceptions and attitudes towards mathematics and mathematics education. It’s well known that teachers’ perception and attitudes are reflected in teaching, therefore, it’s important to study this group to future mathematics teachers’ perceptions and attitudes.

In this article, we will present our preliminary study, whose goal is to characterize the engineers turned teachers’ initial perceptions of the similarities and differences between engineering and mathematics as disciplines, their perceptions of the similarities and differences in mathematics vs. engineering teaching, their perceptions of mathematics teaching, and, in particular, their perceptions of “the characteristics of a good mathematics teacher”. The preliminary study included three career changers, with a range of engineering experience, and were accepted to a teachers’ preparation program (yet begun), which, upon graduating, will certify them as middle and high school (grades 7-12) engineering and mathematics teachers. The research tool is a semi-structured interview that was analyzed according to qualitative methodology.

In regards to engineering vs. mathematics as disciplines, the participants pointed out the applicatory nature of engineering compared with the philosophical nature of mathematics; mathematics as a basis and as an implementation tool for engineering; empirical experiments as an integrative part of engineering versus the accuracy and pure deductive nature of mathematics. As to perceptions of mathematics vs. engineering teaching, the participants referred to some similarities between the two: the deductive nature of learning and the conduction of learning from one conclusion to another; the need to teach both technique and meaning; exposing learners to complex problems which require a solid base of previous knowledge; the need for comprehensive teacher knowledge and self-confidence. With regard to the differences between mathematics vs. engineering teaching, the following was pointed out: the ability to use the senses only in engineering teaching, and the existence of empirically based “recipes” and information in engineering teaching alone. Finally, with respect to good mathematics teacher’s characteristics, the participants stated: self-confidence; caring for and loving pupils, high demands, sound knowledge, a sense of humor, the ability to provide high-quality explanations, teaching which leads to understanding, and the ability to connect the different subjects.

The implications and the future directions of the study will be discussed during the presentation.

Keywords:

Career changers, mathematics teaching, engineers as teachers.