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Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries
Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences. (Matematikdidaktik)
University of Pretoria, South Africa.
Linköping University, Department of Science and Technology, Communications and Transport Systems. Linköping University, Faculty of Science & Engineering.
2015 (English)In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 46, no 7, 979-990 p.Article in journal (Refereed) Published
Abstract [en]

This study forms part of a collaboration project between universities in South Africa and Sweden in which we investigate whether the emphasis in undergraduate mathematics courses for engineering students would benefit from being more conceptually oriented than a traditional more procedurally oriented way of teaching. In this paper, we report in some detail from two interviews with professional engineers, selected to represent two different ‘poles’ of engineering work. The aim was to explore different kinds of arguments regarding the role of mathematics in engineering work, as well as some common across contexts. Both interviewees feel that conceptual mathematics is more important for engineering work, although the role of the procedural aspect was seen by one of the interviewees also to be important, but in a very intricate way.

Place, publisher, year, edition, pages
Taylor & Francis Group, 2015. Vol. 46, no 7, 979-990 p.
Keyword [en]
engineering mathematics, practising engineers, conceptual and procedural knowledge, interviews
National Category
Didactics
Identifiers
URN: urn:nbn:se:liu:diva-121846DOI: 10.1080/0020739X.2015.1075615OAI: oai:DiVA.org:liu-121846DiVA: diva2:860056
Funder
Swedish Research Council
Available from: 2015-10-09 Created: 2015-10-09 Last updated: 2015-10-14

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Bergsten, ChristerKågesten, Owe
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