Open this publication in new window or tab >>2017 (English)In: European Journal of Engineering Education, ISSN 0304-3797, E-ISSN 1469-5898, Vol. 42, no 5, p. 570-586Article in journal (Refereed) Published
Abstract [en]
The research interest underpinning this paper concerns the type ofmathematical knowledge engineering students may acquire during theirspecialised education in terms of the conceptual and proceduraldimensions of doing and using mathematics. This study draws oninterviews with 25 qualified engineers from South Africa and Swedenregarding their views on the role of mathematics in engineeringeducation, with special focus on the conceptual and procedural aspectsof mathematical knowledge. A thematic analysis of the interview dataled to the identification of two main themes. According to theconceptual view a predominantly conceptual approach is needed andvalued more than procedural skills, while the balanced view emphasisesa balance of conceptual understanding and procedural fluency as wellas links between them. It is suggested that the mathematical educationof engineers would need to be more conceptually oriented to preparefor the demands at the workplace.
Place, publisher, year, edition, pages
Taylor & Francis, 2017
Keywords
Conceptual and procedural knowledge; undergraduate mathematics; engineering education; views of engineers
National Category
Didactics
Identifiers
urn:nbn:se:liu:diva-139232 (URN)10.1080/03043797.2017.1343278 (DOI)2-s2.0-85021268611 (Scopus ID)
Projects
Conceptual and procedural understanding in mathematics courses for engineering students
Funder
Swedish Research Council
2017-07-062017-07-062019-01-09Bibliographically approved