Conceptual and procedural approaches to mathematics in the engineering curriculum: views of qualified engineers

Engelbrecht, Johann; Bergsten, C. Fred; Kågesten, Owe

doi:10.1080/03043797.2017.1343278

Cited by 13 publications

(6 citation statements)

References 32 publications

(42 reference statements)

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“…This message also echoes well the voices from the other 23 engineers who were interviewed in the overall study described above. [31] Still, while the selection of the interviewees aimed to cover a wide spectrum of types of engineering work, the diversity and development of this professional field can never be 'covered' in any reasonable sense by one sample. By providing a 'thick description' [33] of the arguments put forward in relaxed conversation settings by experienced engineers from different professional contexts, we hope to have pointed to some key concerns about the issue discussed relevant to their work.…”

Section: Discussionmentioning

confidence: 99%

“…In this paper, we report, as a case study, in some detail from two of these interviews [see [31] for the full results from different engineers], selected to represent two different 'poles' of engineering work, one being more on research and product development oriented and one more on site practice oriented. By looking at these different cases, which may represent both, what Bryman calls a unique case and an exemplifying case,[32,p.51] we hoped to be able to find different kinds of arguments regarding the role of mathematics in engineering work, as well as some that were common across contexts.…”

Section: Methodsmentioning

confidence: 99%

“…Twenty-five qualified engineers who are practising as actual engineers, engineers in managerial positions and university lecturers in applied (engineering) subjects were interviewed. [31] We selected experienced engineers who had initial training as engineers at academic universities and were from a range of engineering areas, using a combination of convenience and snowball sampling (see [32,p.100]).…”

Section: Methodsmentioning

confidence: 99%

See 2 more Smart Citations

Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries

Bergsten

Engelbrecht

Kågesten

2015

International Journal of Mathematical Education in Science and

Self Cite

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Section: Discussionmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries

Bergsten

Engelbrecht

Kågesten

2015

International Journal of Mathematical Education in Science and

Self Cite

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“…Furthermore, it is "knowledge of the steps required to attain various goals" (Canobi, 2009, p. 176). According to Engelbrecht et al (2017), "a procedural approach includes algebraic, numerical calculations, employing rules, algorithms, formulae and symbols" (574). Procedural knowledge has also been defined as the "mastery of computational skills and knowledge of procedures for identifying mathematical components, algorithms, and definitions" (Faulkenberry, 2003, p. 13).…”

Section: Procedural Knowledgementioning

confidence: 99%

Conceptual Knowledge and Its Importance in Teaching Mathematics

Hussein¹

2022

MEJRESS

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Purpose: This study highlights the importance of teaching conceptual knowledge alongside procedural knowledge in mathematics. It examines the effects of a lack of conceptual knowledge on students’ responses to mathematics teaching from the perspectives of researchers and educators. Approach/Methodology/Design: This study draws on interviews with 30 secondary school mathematics teachers from Erbil in the Kurdistan region of Iraq on conceptual knowledge in mathematics. The study focuses on three main areas: mathematics teachers’ perspectives on teaching conceptual knowledge, the conditions needed to teach conceptual knowledge, and the obstacles that they face in teaching conceptual knowledge. Findings: A thematic analysis of the interviews revealed that mathematics teachers believed that conceptual knowledge is as important as procedural knowledge. In addition, they believed that achieving a balance between conceptual and procedural understanding and emphasizing the connections between them are necessary for understanding real mathematics. Practical Implications: Many mathematics teachers tend to use traditional teaching methods that focus on procedure and neglect conceptual mathematics. The results of this study would offer insights into the difficulties associated with mathematics teaching. Moreover, it would have practical implications for curriculum planning, emphasizing the balance of both conceptual and procedural knowledge. Originality/value: The study focuses on mathematics teachers’ perspectives on teaching mathematics conceptually, the conditions needed to teach conceptually, and the obstacles that they face in teaching mathematics conceptually.

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“…From a basis and general point of view it is a common practice among these institutions is to incorporate mathematics knowledge and skills into engineering education [3]. However, there seems to still exist little consensus among academics on what kind of mathematical skills an engineering student should acquire during their academic educational path [4]. The recurrent problems when dealing with mathematics teaching and learning are well documented not only in EU, but also worldwide (e.g.…”

Section: Introductionmentioning

confidence: 99%

Innovative Teaching Methodologies for an Online Engineering Mathematics Course

Soares¹,

Cellmer²,

Uukkivi³

et al. 2021

INTED2021 Proceedings

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The fast evolution of distance learning tools such as Open Educational Resources (OER)) is an evidence of a shift in the way teaching and learning are understood. Several Higher Education Institutions are trying to increase their efficiency, competitiveness and expand their potential public by investing in the development of online courses, which can offer more interaction and support and be accessible to a larger number of students from a wider sort of backgrounds. The adaptation of a face-to face course into an online one is not simple, as it is not just about uploading lecture videos, sets of notes or lessons, it is necessary to consider the student's needs, the instructional design and the best digital educational tools in order to support learning and teaching process.A partnership between Higher Education Institutions from six European countries, connecting more than twenty lecturers from distinct knowledge areas, is working on a European Erasmus+ Project, EngiMath, Mathematics online learning model in engineering education. These are developing a shared online platform for teachers to teach Mathematics in the first years of Engineering degrees and, on the other hand, to support student-centric learning and to encourage students to actively engage in the learning process to construct their own learning, addressing the recent requirements for an open, independent, competitive and innovative education. In this context, several new methodological and development issues of the online course will be presented, as well as students' perceptions and feedback about the pilot course conducted by each institution partner of the project.

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Conceptual and procedural approaches to mathematics in the engineering curriculum: views of qualified engineers

Cited by 13 publications

References 32 publications

Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries

Conceptual or procedural mathematics for engineering students – views of two qualified engineers from two countries

Conceptual Knowledge and Its Importance in Teaching Mathematics

Innovative Teaching Methodologies for an Online Engineering Mathematics Course

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