Conceptual or procedural mathematics for engineering students at University of Samudra

Saiman,; Wahyuningsih, Puji; Hamdani, Hamdani

doi:10.1088/1742-6596/855/1/012041

Cited by 2 publications

(2 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Mathematics education calls for the development of curriculum with emphasis on the conceptual understanding, the problem solving and the project-based knowledge and the inquiry-based teaching. Saiman et al (2017) examined whether the emphasis in mathematics courses for engineering students would benefit from emphasizing more on the conceptual knowledge than the procedural knowledge. Teaching with a focus on conceptual understanding is based on constructivism and it may start by providing a contextual basis for the new mathematical knowledge requiring students to connect the new knowledge to their prior established knowledge and to problem solving situations, where they need to implement it.…”

Section: Literature Reviewmentioning

confidence: 99%

First-year engineering students’ affective behavior about mathematics in relation to their performance

Panaoura,

Charalambides,

Tsolaki

et al. 2024

EUR J SCI MATH ED

View full text Add to dashboard Cite

The present study examines the first-year engineering students’ attitudes towards mathematics, their beliefs and self-efficacy about mathematics, as part of their affective performance, in relation to their mathematical academic performance before and after attending an introductory mathematics course. It aims to contribute on the ongoing discussion about the teaching of mathematics at the level of higher education in engineering programs. First-year engineering students completed a questionnaire and a test after their entrance at the university. Their mathematical performance was examined by using their results at the midterm and the final mathematical mark during AMAT111 course offered at the first semester of their studies. Results indicated that aspects of the affective domain were related with students’ performance, while the predominant role belonged to their previous mathematical knowledge and skills (as learning outcome of the high school education), which undoubtedly need further enhancement. The belief about a formalistic perspective of mathematics and the lack of understanding of the implementation of the mathematical concepts on engineering problem solving situations were obstacles for them on recognizing the importance of attending mathematics courses as part of their engineering studies. Discussion concentrates on the following up steps, which have to be done at the level of higher education in order to face the initial difficulties, which have been identified.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

First-year engineering students’ affective behavior about mathematics in relation to their performance

Panaoura,

Charalambides,

Tsolaki

et al. 2024

EUR J SCI MATH ED

View full text Add to dashboard Cite

show abstract

“…Rahman et al [8] designed teaching strategies to support students' development of mathe-matical knowledge and problem solving, communication and team working skills. Saiman, Wahyuningsih and Hamdani [14] underline the necessity of focusing on conceptual understanding by providing a contextual basis to connect the new knowledge to the previously established and to problem-solving context. They found that most engineering students feel that conceptual mathematics is less important than procedural mathematics for their future professional orientation.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

First Year Engineering Students’ Difficulties with Math Courses- What Is the Starting Point for Academic Teachers?

Charalambides,

Panaoura,

Tsolaki

et al. 2023

Education Sciences

View full text Add to dashboard Cite

The discussion about first-year engineering students’ difficulties in mathematics is continuous in the fields of engineering, mathematics and higher education. The present study aimed to examine the initial barriers academic math teachers need to have in mind if they want to improve students’ performance in engineering math courses through appropriate teaching practices in order to face their initial interindividual differences. During the first phase of the study, we examined first year engineering students’ initial beliefs about the nature of mathematics, their self-efficacy beliefs about mathematics and their basic mathematical knowledge. The math school grade was used for their previous mathematical performance. Results indicated the predominant role of the previous mathematical knowledge and the important role of the formalistic disposition toward mathematics. The lack of experience of using mathematics for problem-solving situations within an engineering framework prevented students from recognizing and appreciating the value of mathematical courses during the engineering studies. The second phase of the study examined, through an interview with a group of students, their perceptions of the teaching practices which were introduced after their teacher attended a training program. The discussion concentrates on how academics can use teaching processes for equity and not equality in order to motivate their students.

show abstract

Conceptual or procedural mathematics for engineering students at University of Samudra

Cited by 2 publications

References 3 publications

First-year engineering students’ affective behavior about mathematics in relation to their performance

First-year engineering students’ affective behavior about mathematics in relation to their performance

First Year Engineering Students’ Difficulties with Math Courses- What Is the Starting Point for Academic Teachers?

Contact Info

Product

Resources

About