Conceptions of mathematics and student identity: implications for engineering education

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dc.contributor.authorCraig, Tracy Sen_ZA
dc.date.accessioned2014-10-28T14:02:17Z
dc.date.available2014-10-28T14:02:17Z
dc.date.issued2013en_ZA
dc.descriptionThis is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 8 March 2013, available online: http://www.tandfonline.com/10.1080/0020739X.2013.823521.en_ZA
dc.description.abstractLecturers of first-year mathematics often have reason to believe that students enter university studies with naive conceptions of mathematics and that more mature conceptions need to be developed in the classroom. Students' conceptions of the nature and role of mathematics in current and future studies as well as future career are pedagogically important as they can impact on student learning and have the potential to influence how and what we teach. As part of ongoing longitudinal research into the experience of a cohort of students registered at the author's institution, students' conceptions of mathematics were determined using a coding scheme developed elsewhere. In this article, I discuss how the cohort of students choosing to study engineering exhibits a view of mathematics as conceptual skill and as problem-solving, coherent with an accurate understanding of the role of mathematics in engineering. Parallel investigation shows, however, that the students do not embody designated identities as engineers.en_ZA
dc.identifier.apacitationCraig, T. S. (2013). Conceptions of mathematics and student identity: implications for engineering education. <i>International Journal of Mathematical Education in Science and Technology</i>, http://hdl.handle.net/11427/8845en_ZA
dc.identifier.chicagocitationCraig, Tracy S "Conceptions of mathematics and student identity: implications for engineering education." <i>International Journal of Mathematical Education in Science and Technology</i> (2013) http://hdl.handle.net/11427/8845en_ZA
dc.identifier.citationCraig, T. 2013. Conceptions of mathematics and student identity: implications for engineering education. International Journal of Mathematical Education in Science and Technology.en_ZA
dc.identifier.issn0020-739Xen_ZA
dc.identifier.ris TY - Journal Article AU - Craig, Tracy S AB - Lecturers of first-year mathematics often have reason to believe that students enter university studies with naive conceptions of mathematics and that more mature conceptions need to be developed in the classroom. Students' conceptions of the nature and role of mathematics in current and future studies as well as future career are pedagogically important as they can impact on student learning and have the potential to influence how and what we teach. As part of ongoing longitudinal research into the experience of a cohort of students registered at the author's institution, students' conceptions of mathematics were determined using a coding scheme developed elsewhere. In this article, I discuss how the cohort of students choosing to study engineering exhibits a view of mathematics as conceptual skill and as problem-solving, coherent with an accurate understanding of the role of mathematics in engineering. Parallel investigation shows, however, that the students do not embody designated identities as engineers. DA - 2013 DB - OpenUCT DP - University of Cape Town J1 - International Journal of Mathematical Education in Science and Technology KW - identity KW - conceptions of mathematics KW - engineering education LK - https://open.uct.ac.za PB - University of Cape Town PY - 2013 SM - 0020-739X T1 - Conceptions of mathematics and student identity: implications for engineering education TI - Conceptions of mathematics and student identity: implications for engineering education UR - http://hdl.handle.net/11427/8845 ER - en_ZA
dc.identifier.urihttp://hdl.handle.net/11427/8845
dc.identifier.vancouvercitationCraig TS. Conceptions of mathematics and student identity: implications for engineering education. International Journal of Mathematical Education in Science and Technology. 2013; http://hdl.handle.net/11427/8845.en_ZA
dc.language.isoengen_ZA
dc.publisherTaylor & Francisen_ZA
dc.publisher.departmentAcademic Development Programme (ADP)en_ZA
dc.publisher.facultyCentre for Higher Education Developmenten_ZA
dc.publisher.institutionUniversity of Cape Town
dc.sourceInternational Journal of Mathematical Education in Science and Technologyen_ZA
dc.source.urihttp://dx.doi.org/10.1080/0020739X.2013.823521en_ZA
dc.subjectidentityen_ZA
dc.subjectconceptions of mathematicsen_ZA
dc.subjectengineering educationen_ZA
dc.titleConceptions of mathematics and student identity: implications for engineering educationen_ZA
dc.typeJournal Articleen_ZA
uct.type.filetypeText
uct.type.filetypeImage
uct.type.publicationResearchen_ZA
uct.type.resourcePostprinten_ZA
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