Abstract:
In this paper we describe findings from the literature on cross-disciplinary teaching of mathematics to
undergraduates, as part of a review of cross-faculty teaching of science subjects at the University of
Technology, Sydney. Disciplinary differences in teaching styles can inform difficulties faced by
engineering and business students. The necessity for varied teaching approaches was illuminated by
differences in learning styles among students. For mathematics, a common theme is optimising presentation
to engineering students, with general agreement on the need for relevance; a concept which is also raised
regarding teaching statistics to business students. Innovations include the development of courses based on
interdisciplinary teaching approaches, with discussions focusing on course revisions.
