Systematic Integration of MATLAB into Undergraduate Mathematics Teaching:

Preliminary Lessons from Two UK Institutions

Abel Nyamapfene (University College London)

Stephen Lynch (Manchester Metropolitan University)

Study Overview and Objectives

• Computer algebra systems (CASs) e.g.

MATLAB® are now routinely integrated

into modules in mathematics

• Study objective was to identify and

share best practice in the effective

implementation of CASs within university-

level mathematics teaching

• Study focused on Matlab integration in

the UCL Meng/Beng and the MMU

BSc(Hons)/MMath Degree Programmes

Why Adopt CASs in Mathematics?

• To develop mathematical thinking, concepts and

skills

• To provide a flexible environment for students to

explore and experiment with mathematical

concepts

• To enable students to visualize mathematical

concepts through such features as graph plotting

and animation of mathematical functions

• To reduce burden of tedious calculations.

Motivation for this Study

The literature observes that there is significant CASs underutilisation after implementation

Lavicza(2007), Lawrenz et al (2006), Tonkes et al (2005)

So the issue is: What are the factors needed for effective CAS implementation – e.g. Does proper curriculum design have a role?

Study Guide Questions

• What are the stated objectives for CAS integration?

• What is the context around the CAS

implementation?

• What is the role, if any, of curriculum design in the

CAS implementation?

• What lessons, if any, were learnt from the

implementation?

1. Institutional Objectives

To teach students to use mathematics in context

Employability & Transferrable Skills:

- To equip students with relevant technological skills

2. Contextual Background

Redesign of entire undergraduate engineering curriculum

Root and branch redesign of Maths curriculum following a five yearly programme review

3. Curriculum Design

MATLAB embedded in both

MATLAB assessed in both coursework and exams at MMU, and in all courseworks at UCL

lectures

and tutorial

workshops

3. Lessons Learnt (UCL Case)

• Implementation guided by best practice• MATLAB introduced in the context of the

mathematics being taught• In-class and out-class Matlab and Maths

support provided

• Contextualised questions too technical for first year students

• Exercises requiring advanced MATLAB knowledge

• Underestimated impact on student workload

3. Lessons Learnt (MMU Case)

• MATLAB integration is now the norm at MMU.

• A shared pride in being different from other Maths departments

• Recognition by employers, other HE institutions, and student applicants

• Matlab has been integrated into Maths teaching for almost 10 years, so teething problems have almost been forgotten

Findings from Study

1. Implement as part of a programme-wide redesign

2. Ensure students see the benefits of MATLAB

3. Ensure academics see the need to teach MATLAB

4. Embed MATLAB into the institutional Maths culture

5. Provide adequate institutional support for both academics and students

Thank You