The mathematics background of undergraduate engineers

Wider participation in higher education and changes in the structure and specifications of qualifications for 16-19 year olds mean that traditional assumptions about the knowledge and experience of entrants to engineering degree courses are no longer valid. One area in which this seems to be particularly true is mathematics. The two main problems currently facing many teachers of mathematics to engineering undergraduates are the diversity of the intake and a lack of basic skills in number and algebra among many of the student population, which severely hinders the exposition and development of mathematical ideas. The main problems facing many students are: a lack of basic skills in number and algebra, engineering modules which assume knowledge and skills which some students do not have and an inability to handle multi-stage problems. While we seek middle-term solutions to these problems we must do something for the more immediate term. It is suggested that the other engineering subjects be taught in the first semester, preferably the first year, without relying too heavily on mathematics. A physical understanding of the subject areas could be developed, to be followed by a mathematical treatment once the student has had time to consolidate the foundations of mathematics