Developing maths skills in a virtual construction context: Benefits and challenges

There is a school of thought that maths set in a real context has greater relevance to students than theoretical maths that is taught without specific application. Using virtual e-learning it is now possible to link theory to practice, creating a more interesting and stimulating learning environment. Notwithstanding the advantage of seeing where maths can be applied, those engaged in pure maths believe that teaching the subject in a context may limit understanding. Advocates of pure mathematics consider that contextual learning is a form of coaching which limits application outside the subject area. However, for many students not being able to see the practical uses can make the study of maths meaningless. Applied maths is relevant and can be interesting. Capturing the interest of those studying maths is a key agenda for government as the general standard of maths in the UK is falling. Construction students that struggle to see the importance of maths and fail to recognise its use may benefit from multimedia applications that present the maths in a real context. In a virtual environment, with images taken from real sites, it is possible to apply maths to construction situations bringing the subject to life. With interactive platforms students can be guided through the maths problems. Working with industry some simple maths tools have been created and evaluated. Workshops with teachers and students were structured to obtain qualitative data on the tools. The interest levels and potential areas of development were a key consideration for the research. Feedback from teachers, specialists and students suggest that maths applied to construction context supported by web based multimedia has potential to capture interest and support teaching and learning in vocational and non-vocational environments. Reflections, criticism and comments from an initial evaluation are presented and discussed and areas of possible development suggested.