Fundamental Engineering Mathematics A Student-Friendly Workbook

This student friendly workbook addresses mathematical topics using SONG - a combination of Symbolic, Oral, Numerical and Graphical approaches. The text helps to develop key skills, communication both written and oral, the use of information technology, problem solving and mathematical modelling. The overall structure aims to help students take responsibility for their own learning, by emphasizing the use of self-assessment, thereby enabling them to become critical, reflective and continuing learners - an essential skill in this fast-changing world.

The material in this book has been successfully used by the authors over many years of teaching the subject at Sheffield Hallam University. Their SONG approach is somewhat broader than the traditionally symbolic based approach and readers will find it more in the same vein as the Calculus Reform movement in the USA.

• Addresses mathematical topics using SONG - a combination of Symbolic, Oral, Numerical and Graphical approaches
• Helps to develop key skills, communication both written and oral, the use of information technology, problem solving and mathematical modelling
• Encourages students to take responsibility for their own learning by emphasizing the use of self-assessment

Neil Challis was born in Cambridge, UK. He studied mathematics at the University of Bristol and subsequently worked for some years as a mathematician in the British Gas Engineering Research Station at Killingworth. Since 1977, he has worked in the Mathematics Group, Sheffield Hallam University, UK and is currently head of that group. He obtained a PhD in mathematics from the University of Sheffield in 1988 and has taught mathematics to a wide variety of students, across the spectrum from first year engineers and other non-mathematicians who need access to mathematical ideas, techniques and thinking, to final year single honours mathematics students.
Harry Gretton was born in Leicester, UK. He studied mathematics at the University of Sheffield, obtaining his PhD from there in 1970. He has taught mathematics sciences since then, both at Sheffield University and Sheffield Hallam University, and has been a tutor with the Open University since it was conceived. He has taught many varied students on many varied mathematically-related courses. In recent years he has developed a particular interest in the impact of technology on the way mathematics is taught, practiced and assessed.