Observations and Conclusions of Dynamics Students’ Mathematical Fluency

 

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dc.contributor.author Craig, Tracy S
dc.contributor.author Cloete, Trevor J
dc.date 2013-06
dc.date.accessioned 2015-07-29T14:11:26Z
dc.date.available 2015-07-29T14:11:26Z
dc.date.issued 2015-07-29
dc.identifier.citation Craig, T.S., Cloete, T.J. (2013). Observations and conclusions of Dynamics students’ mathematical fluency. In B. Collier-Reed (ed.). Proceedings of Second Biennial Conference of the South African Society for Engineering Education, 11–12 June 2013, Cape Town, South Africa, 39-47. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/13571
dc.identifier.uri http://www.sasee.org.za/proceedings-2nd-biennial-sasee-conference-2013/
dc.description.abstract The course Dynamics I in mechanical engineering is a challenging course for many reasons, one of them being its mathematical demands. A collaboration between the first author (a mathematics lecturer and mathematics education researcher) and the second author (a mechanical engineer and the Dynamics I lecturer) sought to answer the question “What specific and identifiable mathematical difficulties are experienced by the Dynamics I students?” The observational results of this, in essence, ethnographic case study suggest that there are two levels of mathematical challenge, namely specific symbolic and computational difficulties as well as the need for well-developed problem-solving processes. We discuss our observations and provide pedagogic advice for lecturers of mathematics to help ease the transition to Dynamics I. en_ZA
dc.language eng en_ZA
dc.publisher South African Society for Engineering Education en_ZA
dc.relation.ispartofseries Second Biennial Conference of the South African Society for Engineering Education en_ZA
dc.rights Author retains copyright *
dc.subject mathematics education en_ZA
dc.subject engineering education en_ZA
dc.subject dynamics en_ZA
dc.title Observations and Conclusions of Dynamics Students’ Mathematical Fluency en_ZA
dc.type Conference Paper en_ZA
uct.type.publication Research en_ZA
uct.type.resource Conference paper en_ZA
dc.publisher.institution University of Cape Town
dc.publisher.location Cape Town, South Africa en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Craig, T. S., & Cloete, T. J. (2015). <i>Observations and Conclusions of Dynamics Students’ Mathematical Fluency</i>. Cape Town, South Africa, South African Society for Engineering Education. http://hdl.handle.net/11427/13571 en_ZA
dc.identifier.chicagocitation Craig, Tracy S, and Trevor J Cloete. "Observations and Conclusions of Dynamics Students’ Mathematical Fluency." 2013-06, Cape Town, South Africa. South African Society for Engineering Education. http://hdl.handle.net/11427/13571. en_ZA
dc.identifier.vancouvercitation Craig TS, Cloete TJ, Observations and Conclusions of Dynamics Students’ Mathematical Fluency. ; 2013-06; Cape Town, South Africa. South African Society for Engineering Education; 2015. http://hdl.handle.net/11427/13571 . en_ZA
dc.identifier.ris TY - Conference Paper AU - Craig, Tracy S AU - Cloete, Trevor J AB - The course Dynamics I in mechanical engineering is a challenging course for many reasons, one of them being its mathematical demands. A collaboration between the first author (a mathematics lecturer and mathematics education researcher) and the second author (a mechanical engineer and the Dynamics I lecturer) sought to answer the question “What specific and identifiable mathematical difficulties are experienced by the Dynamics I students?” The observational results of this, in essence, ethnographic case study suggest that there are two levels of mathematical challenge, namely specific symbolic and computational difficulties as well as the need for well-developed problem-solving processes. We discuss our observations and provide pedagogic advice for lecturers of mathematics to help ease the transition to Dynamics I. CY - Cape Town, South Africa DA - 2015-07-29 DB - OpenUCT DP - University of Cape Town KW - mathematics education KW - engineering education KW - dynamics LK - https://open.uct.ac.za PB - University of Cape Town PP - Cape Town, South Africa PY - 2015 T1 - Observations and Conclusions of Dynamics Students’ Mathematical Fluency TI - Observations and Conclusions of Dynamics Students’ Mathematical Fluency UR - http://hdl.handle.net/11427/13571 ER - en_ZA


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