In this quantitative study, we investigate the relationship between the conceptions of first-year Engineering Education students about the role of mathematics in their studies and career, as well as the links of their conceptions with their approaches to study. The data analysis revealed that the students view mathematics as being about techniques, models and real-life applications and they conceptualise mathematics as being relevant to their future career and studies, though with a lack of knowledge of the specificities of this role. Nevertheless, the surface approach was correlated with a feeling of certainty with respect to the specific role of mathematics in their future studies and career, whilst the deep approach was found to be linked with a broad importance of mathematics. The implications of these complex findings are discussed.
In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educators. We focus on the complex lived reality of first year Electrical Engineers students through a multileveled affective mapping of their studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). The results of our study suggest that the students show a lack of preference for the surface approach (though not combined with a preference for a deep approach), neutral-positive confidence in learning mathematics, whilst they seemed to be satisfied by the teachers' effectiveness. Qualitative differences in the affective relationship with mathematics were identified with respect to the students' approach to study. Finally, the students' conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching.
In this paper, we focus on the conceptions of effective teaching that pre-service assistant nurses hold about effective and ineffective teaching during their training in Public Vocational Training Institutes (DIEK) in Greece. We focused on three aspects of teaching effectiveness: 1) The model of Patrick and Smart (1998), who identified three groups of effective teacher characteristics includes; respect for students, ability to challenge students, organisation and presentation skills; 2) Considering the hands-on teaching experiences of pre-service assistant nurses, we explored their conceptions about teaching effectiveness in problem-based learning educational settings, based on Mayo, Donnelly, Nash and Schwartz (1993), who investigated, amongst others enthusiasm, active interaction and providing feedback. 3) The communicational aspect of teaching effectiveness, drawing upon the work of McCroskey and Richmond (1990) about socio-communicative styles, who identified two dimensions of interpersonal communication; namely assertiveness and responsiveness. All three aspects were explicitly investigated for both effective and ineffective teaching. A three-section (in line with the three-faceted conceptualisation of teaching effectiveness), 56 Likert-type items, questionnaire was completed by 125 students. Our analyses allowed us to identify which aspects of teaching characterise the effective teacher and which are present both in the effective and the ineffective teacher.
In this paper, we adopt a systemic perspective to investigate the teaching of mathematics in ASPETE, which is a tertiary education institute in Greece that offers a two-faceted degree: an engineer degree and a pedagogical degree as engineer educator. We focus on the complex lived reality of first year Electrical Engineers and Mechanical Engineers students through a multileveled affective mapping oftheir studying in ASPETE, including: approaches to study, confidence in learning mathematics, conceptions about mathematics and its role in their studies and career, and views about mathematics teaching effectiveness (considering both what they actually experienced and what they would prefer to experience). Thestudents were found to show a lack of preference for the surface approach (though not combined with a preference for a deep approach), a neutral-positive confidence in learning mathematics, and to be satisfied by the teachers’ effectiveness. Confidence in learning mathematics appeared to be central in the identified dynamic affect system, whilst their conceptions about mathematics seemed to be related with the desired characteristics of mathematics teaching. The students of the two departments differed in their levels of confidence in learning mathematics, which we posit that is linked with the qualitatively different affective complexity they experience.
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