Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Views of Qualified Engineers

Autor/inn/en	Engelbrecht, Johann; Bergsten, Christer; Kågesten, Owe
Titel	Conceptual and Procedural Approaches to Mathematics in the Engineering Curriculum: Views of Qualified Engineers
Quelle	In: European Journal of Engineering Education, 42 (2017) 5, S.570-586 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2017.1343278
Schlagwörter	Mathematics; Engineering Education; Professional Personnel; Foreign Countries; Higher Education; Concept Formation; Knowledge Level; Skill Development; Interdisciplinary Approach; Job Skills; College Students; College Faculty; Attitude Measures; Semi Structured Interviews; Sweden; South Africa + Suchen Sie Ihr Suchwort? Mathematik; Ingenieurausbildung; Personalbestand; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Concept learning; Begriffsbildung; Wissensbasis; Kompetenzentwicklung; Qualifikationsentwicklung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Produktive Fertigkeit; Collegestudent; Fakultät; Schweden; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The 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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01