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How the Bologna Process changed the teaching of mathematics for engineering: the case of Croatia and Spain

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Bibliographic Details
Title: How the Bologna Process changed the teaching of mathematics for engineering: the case of Croatia and Spain
Authors: Pleština, Jelena
Source: https://indrum2024.sciencesconf.org/data/pages/Proceedings_INDRUM2024.pdf. :493-502
Publisher Information: 2024.
Publication Year: 2024
Subject Terms: Curricular and institutional issues concerning the teaching of mathematics at the university level, Teaching and learning of mathematics in other disciplines, Anthropological theory of the didactic, Mathematics for engineers
Description: This study examines the impact of the Bologna Process on mathematics education for electrical engineers in Croatian and Spanish institutions. Through praxeological analysis of exams, we observe a reduction in task complexity post-Bologna, emphasising algorithmic approaches. Despite institutional differences, both countries show convergence in content changes, raising questions about the transferability of skills and knowledge. The study highlights a shift from explicit to implicit justifications, pointing to a shift towards praxis that requires little development of strategies or steps for resolution, which seems to conflict with the objectives set by the Bologna Process to promote competence-based instruction.
Document Type: Conference object
ISSN: 2496-1027
Access URL: https://hal.science/hal-04944205v1
Accession Number: edsair.dris...01492..761a2a48bc5fd706060e293bbd3d966a
Database: OpenAIRE
Description
Abstract:This study examines the impact of the Bologna Process on mathematics education for electrical engineers in Croatian and Spanish institutions. Through praxeological analysis of exams, we observe a reduction in task complexity post-Bologna, emphasising algorithmic approaches. Despite institutional differences, both countries show convergence in content changes, raising questions about the transferability of skills and knowledge. The study highlights a shift from explicit to implicit justifications, pointing to a shift towards praxis that requires little development of strategies or steps for resolution, which seems to conflict with the objectives set by the Bologna Process to promote competence-based instruction.
ISSN:24961027