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CONCEPTIONS OF PRE-SERVICE ENGINEER EDUCATORS ABOUT THE ROLE OF MATHEMATICS AND THEIR APPROACHES TO STUDY.

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Title: CONCEPTIONS OF PRE-SERVICE ENGINEER EDUCATORS ABOUT THE ROLE OF MATHEMATICS AND THEIR APPROACHES TO STUDY.
Authors: Kasimatis, Katerina1 kkasimati@hotmail.com, Moutsios-Rentzos, Andreas2 amoutsiosrentzos@aegean.gr, Rozou, Varvara3 vanarozou@ppp.uoa.gr, Matzakos, Nikolaos3 nikmatz@gmail.com
Source: Acta Didactica Napocensia. 2018, Vol. 11 Issue 3-4, p49-58. 10p.
Subject Terms: *Student teachers, *Mathematics education, *Educational technology, *Theory of knowledge, *Career development
Abstract: In this quantitative study, we investigate the relationship between the conceptions of first-year Engineering Education students about the role of mathematics in their studies and career, as well as the links of their conceptions with their approaches to study. The data analysis revealed that the students view mathematics as being about techniques, models and real-life applications and they conceptualise mathematics as being relevant to their future career and studies, though with a lack of knowledge of the specificities of this role. Nevertheless, the surface approach was correlated with a feeling of certainty with respect to the specific role of mathematics in their future studies and career, whilst the deep approach was found to be linked with a broad importance of mathematics. The implications of these complex findings are discussed. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
Description
Abstract:In this quantitative study, we investigate the relationship between the conceptions of first-year Engineering Education students about the role of mathematics in their studies and career, as well as the links of their conceptions with their approaches to study. The data analysis revealed that the students view mathematics as being about techniques, models and real-life applications and they conceptualise mathematics as being relevant to their future career and studies, though with a lack of knowledge of the specificities of this role. Nevertheless, the surface approach was correlated with a feeling of certainty with respect to the specific role of mathematics in their future studies and career, whilst the deep approach was found to be linked with a broad importance of mathematics. The implications of these complex findings are discussed. [ABSTRACT FROM AUTHOR]
ISSN:20651430
DOI:10.24193/adn.11.3-4.4