Conceptual and procedural approaches to mathematics in the engineering curriculum : views of qualified engineers

dc.contributor.authorEngelbrecht, Johann
dc.contributor.authorBergsten, Christer
dc.contributor.authorKågesten, Owe
dc.date.accessioned2017-08-16T08:36:43Z
dc.date.issued2017-06
dc.description.abstractThe research interest underpinning this paper concerns the type of mathematical knowledge engineering students may acquire during their specialised education in terms of the conceptual and procedural dimensions of doing and using mathematics. This study draws on interviews with 25 qualified engineers from South Africa and Sweden regarding their views on the role of mathematics in engineering education, with special focus on the conceptual and procedural aspects of mathematical knowledge. A thematic analysis of the interview data led to the identification of two main themes. According to the conceptual view a predominantly conceptual approach is needed and valued more than procedural skills, while the balanced view emphasises a balance of conceptual understanding and procedural fluency as well as links between them. It is suggested that the mathematical education of engineers would need to be more conceptually oriented to prepare for the demands at the workplace.en_ZA
dc.description.departmentScience, Mathematics and Technology Educationen_ZA
dc.description.embargo2018-06-26
dc.description.librarianhj2017en_ZA
dc.description.sponsorshipThe National Research Foundation (South Africa) and Vetenskapsrådet (Swedish Research Council, Sweden).en_ZA
dc.description.urihttp://www.tandfonline.com/loi/ceee20en_ZA
dc.identifier.citationJohann Engelbrecht, Christer Bergsten & Owe K ågesten (2017) Conceptual and procedural approaches to mathematics in the engineering curriculum: views of qualified engineers, European Journal of Engineering Education, 42:5, 570-586, DOI: 10.1080/03043797.2017.134327810.1080/03043797.2017.1343278.en_ZA
dc.identifier.issn0304-3797 (print)
dc.identifier.issn1469-5898 (online)
dc.identifier.other10.1080/03043797.2017.1343278
dc.identifier.urihttp://hdl.handle.net/2263/61692
dc.language.isoenen_ZA
dc.publisherTaylor and Francisen_ZA
dc.rights© 2017 SEFI. This is an electronic version of an article published in European Journal of Engineering Education, vol. 42, no. 5, pp. 570-586, 2017. doi : 10.1080/03043797.2017.1343278. European Journal of Engineering Education is available online at : http://www.tandfonline.comloi/ceee20.en_ZA
dc.subjectViews of engineersen_ZA
dc.subjectEngineering educationen_ZA
dc.subjectUndergraduate mathematicsen_ZA
dc.subjectProcedural knowledgeen_ZA
dc.subjectConceptual knowledgeen_ZA
dc.titleConceptual and procedural approaches to mathematics in the engineering curriculum : views of qualified engineersen_ZA
dc.typePostprint Articleen_ZA

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