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  • 1.
    Bergsten, Christer
    et al.
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Educational Sciences.
    Engelbrecht, Johann
    University of Pretoria, South Africa.
    Kågesten, Owe
    Linköping University, Department of Science and Technology, Communications and Transport Systems. Linköping University, Faculty of Science & Engineering.
    Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries2015In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, Vol. 46, no 7, p. 979-990Article in journal (Refereed)
    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.

  • 2.
    Engelbrecht, Johann
    et al.
    University of Pretoria, South Africa.
    Bergsten, Christer
    Linköping University, Department of Mathematics. Linköping University, The Institute of Technology.
    Kågesten, Owe
    Linköping University, Department of Science and Technology. Linköping University, The Institute of Technology.
    Undergraduate students' preference for procedural to conceptual solutions to mathematical problems2009In: International journal of mathematical education in science and technology, ISSN 0020-739X, E-ISSN 1464-5211, ISSN 0020-739X, Vol. 40, no 7, p. 927-940Article in journal (Refereed)
    Abstract [en]

    This paper reports from a collaboration project between South Africa and Sweden, in which we want to investigate whether the emphasis in undergraduate mathematics courses for engineering students should be more conceptual than the current traditional way of teaching. On the basis of a review of the distinction between conceptual and procedural knowledge, an analysis of student solutions to tasks designed to be solved with a conceptual approach but ‘proceduralized’ by the students sheds some new light on this classical distinction. It is argued that the distinction can be operationalized in test items in a meaningful way but that caution needs to be taken in interpreting the results considering the complex interdependence of these constructs when doing mathematical work.

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CiteExportLink to result list
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Citation style
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  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
  • Other style
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Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
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More languages
Output format
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