About this paper

Appears in:
Pages: 8941-8947
Publication year: 2019
ISBN: 978-84-09-08619-1
ISSN: 2340-1079
doi: 10.21125/inted.2019.2224

Conference name: 13th International Technology, Education and Development Conference
Dates: 11-13 March, 2019
Location: Valencia, Spain


A. Uukkivi1, K. Brown2, A.P. Lopes3, J. Bilbao4, A. Cellmer5, C. Feniser6, E. Safiulina1, F. Soares3, M. Latõnina1, O. Labanova1, V. Bocanet6, E. Bravo4, O. García4, C. Rebollar4, C. Varela4

1TTK University of Applied Sciences (ESTONIA)
2Letterkenny Institute of Technology (IRELAND)
3Polytechnic of Porto (P. Porto) / ISCAP - CEOS.PP (PORTUGAL)
4University of the Basque Country (UPV/EHU) (SPAIN)
5Koszalin University of Technology (POLAND)
6Technical University of Cluj Napoca (ROMANIA)
Mathematics, as all its related subjects, is a fundamental grounding element of engineering education and proficiency in the area is expected. Engineers are required to be analytical and able to utilize their mathematical “toolkit" to solve problems that may be hard or well defined depending on the contextual situation of the engineer. Until quite recently the teaching-learning process was undertaken using face-to-face techniques such as private and public communication, observation, and hand-written assessments, among others. Assessment and content delivery underwent a seed change with the new millennium when Educational Authorities and Professional bodies adapted their validation and accreditation methods to include learning outcomes and competencies within programs of study. The assessment techniques within programs altered accordingly to address these requirements and forces have evolved within higher education to increase the on-line presence.

To explore and develop a shared understanding of the issues surrounding engineering mathematics in the early stages of tertiary study and raise awareness of the issues pertaining, whether they are cultural, professional, the European Erasmus+ Project, EngiMath, Mathematics online learning model in engineering education, is being carried out in six European countries: Estonia, Ireland, Poland, Portugal, Romania and Spain, under the Key Action - Cooperation for innovation and the exchange of good practices. The enrolled Institutions in this transnational project will develop a shared platform for students and academics in the field of engineering mathematics. In this paper, the project will be presented with a special focus on its several methodological and development issues.
author = {Uukkivi, A. and Brown, K. and Lopes, A.P. and Bilbao, J. and Cellmer, A. and Feniser, C. and Safiulina, E. and Soares, F. and Lat{\~{o}}nina, M. and Labanova, O. and Bocanet, V. and Bravo, E. and Garc{\'{i}}a, O. and Rebollar, C. and Varela, C.},
series = {13th International Technology, Education and Development Conference},
booktitle = {INTED2019 Proceedings},
isbn = {978-84-09-08619-1},
issn = {2340-1079},
doi = {10.21125/inted.2019.2224},
url = {http://dx.doi.org/10.21125/inted.2019.2224},
publisher = {IATED},
location = {Valencia, Spain},
month = {11-13 March, 2019},
year = {2019},
pages = {8941-8947}}
AU - A. Uukkivi AU - K. Brown AU - A.P. Lopes AU - J. Bilbao AU - A. Cellmer AU - C. Feniser AU - E. Safiulina AU - F. Soares AU - M. Latõnina AU - O. Labanova AU - V. Bocanet AU - E. Bravo AU - O. García AU - C. Rebollar AU - C. Varela
SN - 978-84-09-08619-1/2340-1079
DO - 10.21125/inted.2019.2224
PY - 2019
Y1 - 11-13 March, 2019
CI - Valencia, Spain
JO - 13th International Technology, Education and Development Conference
JA - INTED2019 Proceedings
SP - 8941
EP - 8947
ER -
A. Uukkivi, K. Brown, A.P. Lopes, J. Bilbao, A. Cellmer, C. Feniser, E. Safiulina, F. Soares, M. Latõnina, O. Labanova, V. Bocanet, E. Bravo, O. García, C. Rebollar, C. Varela (2019) MATHEMATICS ONLINE LEARNING MODEL IN ENGINEERING EDUCATION, INTED2019 Proceedings, pp. 8941-8947.