Observations and Conclusions of Dynamics Students’ Mathematical Fluency
| 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.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.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.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.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 |
| dc.identifier.uri | http://hdl.handle.net/11427/13571 | |
| dc.identifier.uri | http://www.sasee.org.za/proceedings-2nd-biennial-sasee-conference-2013/ | |
| 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.language | eng | en_ZA |
| dc.publisher | South African Society for Engineering Education | en_ZA |
| dc.publisher.institution | University of Cape Town | |
| dc.publisher.location | Cape Town, South Africa | 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.filetype | Text | |
| uct.type.filetype | Image | |
| uct.type.publication | Research | en_ZA |
| uct.type.resource | Conference paper | en_ZA |