A Grounded Theory Approach: Conceptions of Understanding in Engineering Mathematics Learning

Autor/in	Khiat, Henry
Titel	A Grounded Theory Approach: Conceptions of Understanding in Engineering Mathematics Learning
Quelle	In: Qualitative Report, 15 (2010) 6, S.1459-1488 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1052-0147
Schlagwörter	Grounded Theory; Mathematics Education; Comprehension; Learning; Student Attitudes; Engineering Education; College Students; College Faculty; Foreign Countries; Singapore + Suchen Sie Ihr Suchwort? Mathematische Bildung; Verstehen; Verständnis; Lernen; Schülerverhalten; Ingenieurausbildung; Collegestudent; Fakultät; Ausland; Singapur
Abstract	Mathematics is of utmost importance in engineering courses but studies on engineering students' conceptions of understanding in mathematics learning are found lacking in the literature. Therefore, this research attempts to address the above issue by answering the research question: "What are engineering students' conceptions of understanding in mathematics learning?" It employs the grounded theory methodology (Strauss & Corbin, 1990, 1998) and data are collected from in depth interviews with a total of 21 students and six lecturers. The substantive theory of engineering mathematics understanding (comprising of conceptual, functional, procedural, disciplinary and associational understanding) emerges in this study. The emergence of functional, disciplinary and associational understanding is unique in the context of engineering mathematics learning and has implications on successful engineering problem solving. (Contains 5 figures and 2 tables.) (As Provided).
Anmerkungen	Nova Southeastern University. 3301 College Avenue, Fort Lauderdale, FL 33317. Tel: 954-262-5389; Fax: 954-262-3970; Web site: http://www.nova.edu/ssss/QR
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10