Conceptual and procedural approaches to mathematics in the engineering curriculum – comparing views of junior and senior engineering students in two countries

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dc.contributor.author Bergsten, Christer
dc.contributor.author Engelbrecht, Johann C. (Johannes Cornelis), 1946-
dc.contributor.author Kagesten, Owe
dc.date.accessioned 2017-09-04T08:24:37Z
dc.date.available 2017-09-04T08:24:37Z
dc.date.issued 2017
dc.description.abstract One challenge for an optimal design of the mathematical components in engineering education curricula is to understand how the procedural and conceptual dimensions of mathematical work can be matched with different demands and contexts from the education and practice of engineers. The focus in this paper is on how engineering students respond to the conceptual-procedural distinction, comparing performance and confidence between second and fourth year groups of students in their answers to a questionnaire comprising conceptually and procedurally focused mathematics problems. We also compare these students’ conceptions on the role of conceptual and procedural mathematics problems within and outside their mathematics studies. Our data suggest that when mathematical knowledge is being recontextualised to engineering subjects or engineering design, a conceptual approach to mathematics is more essential than a procedural approach; working within the mathematical domain, however, the procedural aspects of mathematics are as essential as the conceptual aspects. en_ZA
dc.description.department Mathematics and Applied Mathematics en_ZA
dc.description.librarian am2017 en_ZA
dc.description.uri http://www.ejmste.com/ en_ZA
dc.identifier.citation Bergsten, C., Engelbrecht, J. & Kagesten, O. 2017, 'Conceptual and procedural approaches to mathematics in the engineering curriculum – comparing views of junior and senior engineering students in two countries', EURASIA Journal of Mathematics, Science and Technology Education, vol. 13, no. 3, pp. 533-553. en_ZA
dc.identifier.issn 1305-8215 (print)
dc.identifier.issn 1305-8223 (online)
dc.identifier.other 10.12973/eurasia.2017.00631a
dc.identifier.uri http://hdl.handle.net/2263/62177
dc.language.iso en en_ZA
dc.publisher Modestum en_ZA
dc.rights © Authors. Terms and conditions of Creative Commons Attribution 4.0 International (CC BY 4.0) apply en_ZA
dc.subject Conceptual and procedural knowledge en_ZA
dc.subject Confidence en_ZA
dc.subject Engineering education en_ZA
dc.subject Undergraduate mathematics en_ZA
dc.title Conceptual and procedural approaches to mathematics in the engineering curriculum – comparing views of junior and senior engineering students in two countries en_ZA
dc.type Article en_ZA


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