Student identity and the need to make classroom mathematics relevant to engineering practice
| dc.contributor.author | Craig, Tracy S | |
| dc.date | 2011 | |
| dc.date.accessioned | 2015-07-29T13:47:03Z | |
| dc.date.available | 2015-07-29T13:47:03Z | |
| dc.date.issued | 2015-07-29 | |
| dc.description.abstract | Cobb and Hodge’s (2005) identity theoretical framework suggests that learning is facilitated if normative identity (realised and co-constructed in the classroom by lecturer and student) is reconciled with core identity (the trajectory of who the student is and where he feels he is going). The cohort of students involved in the study discussed in this article largely embodies trajectories of social mobility, with a great willingness to study engineering for its role in providing a way out of poverty rather than for the sake of the discipline itself. The pedagogic implication is that teaching must proceed sensitive to the reality of the students which is that they potentially have little idea what engineering entails other than a route out of a disadvantaged background. | en_ZA |
| dc.identifier.apacitation | Craig, T. S. (2015). <i>Student identity and the need to make classroom mathematics relevant to engineering practice</i>. Stellenbosch, South Africa, South African Society for Engineering Education. http://hdl.handle.net/11427/13570 | en_ZA |
| dc.identifier.chicagocitation | Craig, Tracy S. "Student identity and the need to make classroom mathematics relevant to engineering practice." 2011, Stellenbosch, South Africa. South African Society for Engineering Education. http://hdl.handle.net/11427/13570. | en_ZA |
| dc.identifier.citation | Craig, T.S. (2011). Student identity and the need to make classroom mathematics relevant to engineering practice. In B. Collier-Reed (ed.). Proceedings of the Conference of the Society for Engineering Education of South Africa, 10–12 August 2011, Stellenbosch, South Africa. ISBN: 978-0-620-50774-5 | en_ZA |
| dc.identifier.ris | TY - Conference Paper AU - Craig, Tracy S AB - Cobb and Hodge’s (2005) identity theoretical framework suggests that learning is facilitated if normative identity (realised and co-constructed in the classroom by lecturer and student) is reconciled with core identity (the trajectory of who the student is and where he feels he is going). The cohort of students involved in the study discussed in this article largely embodies trajectories of social mobility, with a great willingness to study engineering for its role in providing a way out of poverty rather than for the sake of the discipline itself. The pedagogic implication is that teaching must proceed sensitive to the reality of the students which is that they potentially have little idea what engineering entails other than a route out of a disadvantaged background. CY - Stellenbosch, South Africa DA - 2015-07-29 DB - OpenUCT DP - University of Cape Town KW - Mathematics education KW - Engineering education KW - Identity LK - https://open.uct.ac.za PB - University of Cape Town PP - Stellenbosch, South Africa PY - 2015 T1 - Student identity and the need to make classroom mathematics relevant to engineering practice TI - Student identity and the need to make classroom mathematics relevant to engineering practice UR - http://hdl.handle.net/11427/13570 ER - | en_ZA |
| dc.identifier.uri | http://hdl.handle.net/11427/13570 | |
| dc.identifier.uri | http://www.sasee.org.za/cms/wp-content/uploads/2012/02/Proceedings-of-the-1st-Biennial-SASEE-Conference.pdf | |
| dc.identifier.vancouvercitation | Craig TS, Student identity and the need to make classroom mathematics relevant to engineering practice. ; 2011; Stellenbosch, South Africa. South African Society for Engineering Education; 2015. http://hdl.handle.net/11427/13570 . | en_ZA |
| dc.language | eng | en_ZA |
| dc.publisher | South African Society for Engineering Education | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.publisher.location | Stellenbosch, South Africa | en_ZA |
| dc.relation.ispartofseries | First Conference of the Society for Engineering Education of South Africa | en_ZA |
| dc.rights | Author retains copyright | * |
| dc.subject | Mathematics education | en_ZA |
| dc.subject | Engineering education | en_ZA |
| dc.subject | Identity | en_ZA |
| dc.title | Student identity and the need to make classroom mathematics relevant to engineering practice | 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 |