First-Year Engineering Students' Use of Their Mathematics Textbook--Opportunities and Constraints

Autor/in	Randahl, Mira
Titel	First-Year Engineering Students' Use of Their Mathematics Textbook--Opportunities and Constraints
Quelle	In: Mathematics Education Research Journal, 24 (2012) 3, S.239-256 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-012-0040-9
Schlagwörter	Textbooks; Engineering; Calculus; Engineering Education; College Mathematics; Higher Education; Case Studies; Task Analysis; Identification; Data Collection + Suchen Sie Ihr Suchwort? Textbook; Text book; Schulbuch; Lehrbuch; Maschinenbau; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Ingenieurausbildung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Case study; Fallstudie; Case Study; Aufgabenanalyse; Identifikation; Identifizierung; Data capture; Datensammlung
Abstract	The role of the mathematics textbook at tertiary level has received limited exposure in previous research although it is likely that students work individually and that some of this work depends on the use of the textbook. The aim of this study was to investigate the process of approaching the textbook from epistemological, cognitive, and didactical perspectives. The focus was on identifying and discussing the opportunities and constraints in the process. The study was an explorative case study and the participants were first-year engineering students taking a basic calculus course. The data were collected through questionnaires, observations, and interviews. Results showed that the textbook was used to a very low degree and mainly perceived as a source of tasks. Different opportunities and constraints are pointed out and some didactical implications are suggested. The results and discussion indicate that a need for greater awareness about the use of mathematical textbooks in meaningful ways at tertiary level. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10