Quantitative literacy practices in civil engineering study: designs for teaching and learning
| 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.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.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.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.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 |
| dc.identifier.uri | http://hdl.handle.net/11427/27584 | |
| 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.language | eng | en_ZA |
| dc.publisher | Aalborg Universitetsforlag | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.publisher.location | Denmark | 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.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Conference paper | en_ZA |