The purpose of this paper is to report upon how using open-ended, ill-formed problems were used as a capstone project within a level 4 mathematics module to enhance students’ higher order thinking skills and complement the competencies they develop through an active learning model. Specifically, it provided students with the opportunities to think mathematically, reason mathematically, pose and resolve mathematical problems, to use technology to model resolutions, interpret and handle mathematical symbolism and to communicate their resolutions to peers and staff. The evidence from this investigation concludes that the majority of students found the experience challenging but worthwhile. They considered they had learnt important skills including the ability to form assumptions, persistence, time management, project management and enhancement of their mathematical skills in relation to engineering. Many students also thought it was a useful experience in their development as professional engineers.
