The Teaching and Learning of Mathematics in English within Tertiary-Level Engineering Education Programs in Bangladesh: A Situational Review

Abstract

This article presents a situational analysis of the mathematics curriculum and instruction in higher education engineering programs in Bangladesh, emphasizing the problems students encounter in learning mathematics delivered in English. The purpose of this review is to identify the key barriers to effective mathematics education and propose actionable solutions for improvement. Methodologically, the review synthesizes current literature, educational practices, and feedback from students and faculty, helping to outline the multifaceted issues related to language proficiency, cognitive challenges, and socio-economic factors. The findings reveal that language barriers significantly impede students' comprehension of complex mathematical concepts, while inadequate curriculum alignment with international standards further exacerbates the challenges faced by learners. Furthermore, it underscores the imperative for novel pedagogical approaches and comprehensive faculty development initiatives to improve instructional efficacy. Based on these findings, the article proposes several recommendations, including curriculum enhancement, the implementation of supportive language programs, and development of faculty training initiatives that focus on pedagogical strategies suited for English-medium instruction. The study's implications underline the urgent need for a comprehensive reform in mathematics education policy, ensuring inclusivity and better alignment with global educational standards. By addressing these areas, the article asserts that stakeholders can significantly improve the educational experience and outcomes for engineering students in Bangladesh, enabling them to meet the demands of an increasingly complex and competitive workforce.