I am a lecturer in the department of Applied Mathematics in the chair of MIA (Mathematics of Imaging and AI). My teaching focus is on first-year courses, typically calculus and linear algebra. My research interests are in the field of mathematics education and engineering education.

I am the head of FERMAT (Fundamental Educational Research in Mathematics at Twente), https://www.utwente.nl/en/eemcs/fermat/. I also run the Mathematics Education Reading Group. For the period 2021-2023 I was my faculty's 4TU:CEE Teaching and Learning Fellow. 

I taught and carried out research at the University of Cape Town 1998-2017 (mostly in the engineering academic development programme ASPECT) and joined the University of Twente in 2018.


My research is in the fields of mathematics education, engineering education and academic development. Topics I have studied over the years include problem solving, writing as a tool for reflection in problem solving, language and communication in mathematics, identity, extended programmes, and the capability approach. These days my interests are in vectors and the struggles students experience in working with them and understanding them, as well as the Twente Educational Model and how it pertains to mathematics and the engineering programmes with which I am involved. Over the pandemic my research interest in vectors extended to open book technology-mediated assessment in vector calculus.

Two currently active projects are in the area of multivariable calculus. The first is an APOS analysis of students' understanding when constructing double integrals. The second is related to decision making and self directed learning in vector calculus. 


Open book vector calculus assessment: suggested design principlesIn Proceedings SEFI 49th Annual Conference 2021: Blended Learning in Engineering Education: challenging, enlightening – and lasting? (pp. 1365-1369). Craig, T. S.
A framework for using learning theories to inform ‘growth mindset’ activities, 26-43. Campbell, A., Craig, T. & Collier-Reed, B.https://doi.org/10.1080/0020739X.2018.1562118Students' mental constructions of concepts in vector calculus: insights from two universitiesIn Engaging, Engineering, Education: Book of Abstracts, SEFI 48th Annual Conference University of Twente (online), 20-24 September, 2020 (pp. 1022-1032). University of Twente. Padayachee, P. & Craig, T. S.Enhancing service mathematics teaching through strategic alignmentIn Engaging, Engineering, Education: Book of Abstracts, SEFI 48th Annual Conference University of Twente (online), 20-24 September, 2020 (pp. 169-179). University of Twente. Craig, T. S.

Other contributions

Craig, T.S. (2017). Challenging assumptions of notational transparency: the case of vectors in engineering mathematics. International Journal of Mathematics Education in Science and Technology, 48(sup1), S50-S66.

Craig, T.S. (2017). Enabling capabilities in an Engineering extended curriculum programme. In R. Kapp & B. Bangeni (Eds.) Negotiating Learning and Identity in Higher Education: Access, Persistence and Retention (pp. 133-154). Bloomsbury Press

Craig, T.S. (2016). The role of expository writing in mathematical problem solving. African Journal of Research in Mathematics, Science and Technology Education, 20(1), 57-66.

Craig, T.S., Cloete, T.J. (2015). Simple rule, hidden meaning: the scalar product in engineering mathematics. Proceedings of the Tenth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics (Elephant Delta), Port Elizabeth, 22-27 November 2015,18-42.

Morgan, C., Craig, T.S., Schütte, M. and Wagner, D. (2014). Language and communication in mathematics education: an overview of research in the field. ZDM: The International Journal on Mathematics Education 46(6), 843-853.

Craig, T.S. (2013). Conceptions of mathematics and student identity: implications for engineering education, International Journal of Mathematics Education in Science and Technology 44(7), 1020-1029.

Dunne, T., Long, C., Craig, T.S., Venter, E.J. (2012). Meeting the requirements of both classroom-based and systemic assessment: The potential of Rasch measurement theory. Pythagoras 33(3), Art.#19, 16 pages. http://dx.doi.org/10.4102/pythagorasv33i3.19 .

Craig, T.S. (2011) Categorisation and analysis of explanatory writing in mathematics, International Journal of Mathematics Education in Science and Technology42(7), 867-878

Research profiles

I teach calculus and linear algebra to first-year students in a variety of programmes, primarily Advanced Technology, Electrical Engineering and Technische Natuurkunde. I also teach a premasters course in Fourier series and Laplace transforms. 

The "courses" listed below are the modules including the calculus and linear algebra units I teach.

Courses academic year 2023/2024

Courses in the current academic year are added at the moment they are finalised in the Osiris system. Therefore it is possible that the list is not yet complete for the whole academic year.

Courses academic year 2022/2023


University of Twente

Zilverling (building no. 11), room 2078
Hallenweg 19
7522 NH Enschede

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