Mohd Salleh Abu

Math-oriented critical thinking skills in engineering

The current phenomena of knowledge explosion and technology advancement, has significantly demand engineering practice to participate in research at the extremes; from the microscopic level of nanotechnology to the mega level of global systems such as civil infrastructure. There is also the urgent need to acquire new knowledge and skills in new areas such as cyber infrastructure. Mathematics being one of the fundamental knowledge undergirding engineering practice forms the key-base knowledge to many of these technological innovations. In other words, preeminence in many of these technological innovations, is sound mathematical knowledge and skills in many aspects of engineering. The symbiosis between mathematics and engineering is so well established that any new advancement in engineering would mean new mathematical theories need be explored. Thus, fluency with mathematics is an essential weapon in the modern graduate engineers armoury [1] without which engineers would only be left as spectators to witness these knowledge and technological advancement. To combat these phenomena, it is imperatively important to emphasize on the importance of critical thinking (CT) among engineering students. However, there still lies a fundamental issue among mathematics educators teaching undergraduate engineering students of what exactly the math-oriented CT (M-O CT) skills these students need to acquire upon graduation. This paper seeks to bring the awareness of the importance of identifying the pertinent M-O CT skills and factors that helps promote these skills among engineers in engineering consultancy firms and how these skills can be reflected on prospective engineers during their formation years. A brief overview of the current scenario and a preliminary research work on the teaching and learning of engineering mathematics at Southern University will be discussed pertaining to M-O CT skills. For the purpose of discussion in this paper, M-O CT skills can conceptually be defined as a continual process that involves acquiring and using an appropriate set of cognitive skills and affectively driven by dispositions (attitudes and habits of mind) that promotes and reinforces such skills.

A preliminary study on the integral relationship between critical thinking and mathematical thinking among practicing civil engineers

Mathematics and engineering are inexorably and significantly linked and essentially required in analyzing and accessing thought to make good judgment when dealing in complex and varied engineering problems. A study in the current engineering education curriculum to explore how the critical thinking and mathematical thinking relates to one another, is therefore timely crucial. Unfortunately, there is not much information available explicating about the link. This paper aims to report findings of a critical review as well as to provide brief description of an on-going research aimed to investigate the dispositions of critical thinking and the relationship and integration between critical thinking and mathematical thinking during the execution of civil engineering tasks. The first part of the paper reports an in-depth review on these matters based on rather limited resources. The review showed a considerable form of congruency between these two perspectives of thinking, with some prevalent trends of engineer...