Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - When Basic Mathematics Skills Predict Nothing: Implications for Education and Training.
AU - Ridgway, Jim
AU - Passey, Don
PY - 1995
Y1 - 1995
N2 - A study was conducted into the mathematical needs of engineering apprentices, triggered by a decline in the basic number skills of applicants. The mathematical challenges of engineering differ from the mathematics taught in school. In particular, great precision is required and different techniques; a good deal of practical problem solving is necessary, too. Conventional measures of educational attainment had high predictive validity; a test created to sample the mathematical skills directly involved in engineering had low predictive validity. We conclude that perfect mathematical technique is essential in engineering; the competencies learned from a broad-based education generalise to practical work; acquisition of mathematical technique does not; technical perfection is not a 'foundation', but rather is a component of mathematical education; mathematics education should encourage the development of a broad range of skills and some successful application of technique; and the deployment of skills in a range of contexts should be encouraged.
AB - A study was conducted into the mathematical needs of engineering apprentices, triggered by a decline in the basic number skills of applicants. The mathematical challenges of engineering differ from the mathematics taught in school. In particular, great precision is required and different techniques; a good deal of practical problem solving is necessary, too. Conventional measures of educational attainment had high predictive validity; a test created to sample the mathematical skills directly involved in engineering had low predictive validity. We conclude that perfect mathematical technique is essential in engineering; the competencies learned from a broad-based education generalise to practical work; acquisition of mathematical technique does not; technical perfection is not a 'foundation', but rather is a component of mathematical education; mathematics education should encourage the development of a broad range of skills and some successful application of technique; and the deployment of skills in a range of contexts should be encouraged.
U2 - 10.1080/0144341950150104
DO - 10.1080/0144341950150104
M3 - Journal article
VL - 15
SP - 35
EP - 44
JO - Educational Psychology
JF - Educational Psychology
SN - 1469-5820
IS - 1
ER -