Is thereLife afterModelling? Student conceptions of mathematics

Houston, Ken; Mather, Glyn; Wood, Leigh N.; Petocz, Peter; Reid, Anna; Harding, Ansie; Engelbrecht, Johann; Smith, Geoffrey

doi:10.1007/bf03217566

Cited by 8 publications

(2 citation statements)

References 16 publications

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“…Students' experiences of their mathematical education have been highlighted in a series of comprehensive international studies by Houston et al (2010), Petocz et al (2007), and Wood et al (2012), which revealed that undergraduates hold a range of ideas and positions relative to the 'transitions' within education and beyond. Some students in these studies were unsure about how the mathematics they were studying would be used or its role for their careers.…”

Section: Mathematics For Engineering Educationmentioning

confidence: 99%

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

Engelbrecht

Bergsten

Kågesten

2017

European Journal of Engineering Education

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Section: Mathematics For Engineering Educationmentioning

confidence: 99%

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

Engelbrecht

Bergsten

Kågesten

2017

European Journal of Engineering Education

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“…Other studies consider graduates' use of mathematics, statistics and software in the workplace [2,[7][8][9][10][11]; students' perceptions of how they will use mathematics in the workplace [12][13][14]; and employers' need for and use of mathematics in the workplace [15][16][17][18]. A large study of actuarial graduates [11] found that actuaries use Excel Õ in the workplace more than any other package and recommended that actuaries consider more specialized software for specific tasks.…”

Section: Introductionmentioning

confidence: 99%

Academics’ perceptions of the use and relevance of software in quantitative and financial disciplines

Kyng

Tickle

Wood

2013

International Journal of Mathematical Education in Science and

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Software may be used in university teaching both to enhance student learning of discipline-content knowledge and skills, and to equip students with capabilities that will be useful in their future careers. Although research has indicated that software may be used as an effective way of engaging students and enhancing learning in certain scenarios, relatively little is known about academic practices with regard to the use of software more generally or about the extent to which this software is subsequently used by graduates in the workplace. This article reports on the results of a survey of academics in quantitative and financial disciplines, which is part of a broader study also encompassing recent graduates and employers. Results indicate that a variety of software packages are in widespread use in university programmes in quantitative and financial disciplines. Most surveyed academics believe that the use of software enhances learning and enables students to solve otherwise intractable problems. A majority also rate spreadsheet skills in particular as very important for the employability of graduates. A better understanding of the use of software in university teaching points the way to how curricula can be revised to enhance learning and prepare graduates for professional work.

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