Quantitative literacy practices in civil engineering study: designs for teaching and learning

 

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dc.contributor.author Prince, Robert
dc.contributor.author Simpson, Zach
dc.date 2016
dc.date.accessioned 2018-02-15T12:46:23Z
dc.date.available 2018-02-15T12:46:23Z
dc.date.issued 2016
dc.identifier.citation Prince, R. & Simpson, Z. 2016. Quantitative literacy practices in civil engineering study: designs for teaching and learning. in: Nortvig, A-M., Sørensen, B. H., Misfeldt, M., Ørngreen, R., Allsopp, B. B., Henningsen, B., & Hautopp, H. (Eds.) (2016). Proceedings of the 5th International Conference on Designs for Learning. (Open Access ed.) Aalborg Universitetsforlag. en_ZA
dc.identifier.uri http://hdl.handle.net/11427/27584
dc.description.abstract Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects. en_ZA
dc.language eng en_ZA
dc.publisher Aalborg Universitetsforlag en_ZA
dc.relation.ispartofseries 5th International Conference on Designs for Learning en_ZA
dc.subject.other quantitative literacy
dc.subject.other higher education studies
dc.subject.other multimodal social semiotics
dc.subject.other engineering education
dc.subject.other new literacy studies
dc.title Quantitative literacy practices in civil engineering study: designs for teaching and learning 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 Denmark en_ZA
uct.type.filetype Text
uct.type.filetype Image
dc.identifier.apacitation Prince, R., & Simpson, Z. (2016). <i>Quantitative literacy practices in civil engineering study: designs for teaching and learning</i>. Denmark, Aalborg Universitetsforlag. http://hdl.handle.net/11427/27584 en_ZA
dc.identifier.chicagocitation Prince, Robert, and Zach Simpson. "Quantitative literacy practices in civil engineering study: designs for teaching and learning." 2016, Denmark. Aalborg Universitetsforlag. http://hdl.handle.net/11427/27584. en_ZA
dc.identifier.vancouvercitation Prince R, Simpson Z, Quantitative literacy practices in civil engineering study: designs for teaching and learning. ; 2016; Denmark. Aalborg Universitetsforlag; 2016. http://hdl.handle.net/11427/27584 . en_ZA
dc.identifier.ris TY - Conference Paper AU - Prince, Robert AU - Simpson, Zach AB - Higher education needs to produce increasing numbers of good quality graduates. Included herein is the need for graduates that can engage in high level quantitative literacy practices, which requires designs for learning that understand how texts are constructed through language, images and mathematical notation, which together form the meaning-making repertoire of quantitative literacy. This paper applies a framework for quantitative literacy events in the analysis of a particular graphical procedure used during undergraduate civil engineering courses throughout South Africa. The framework draws on the New Literacies Studies’ view of literacy as social practice and examines the specific practices that students need to engage with during individual quantitative literacy events. Application of the framework demonstrates that such graphical procedures constitute quantitative literacy events in which students engage in various quantitative practices, the implications of which inform designs for learning in civil engineering in several key respects. CY - Denmark DA - 2016 DB - OpenUCT DP - University of Cape Town LK - https://open.uct.ac.za PB - University of Cape Town PP - Denmark PY - 2016 T1 - Quantitative literacy practices in civil engineering study: designs for teaching and learning TI - Quantitative literacy practices in civil engineering study: designs for teaching and learning UR - http://hdl.handle.net/11427/27584 ER - en_ZA


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