Investigating and Developing Engineering Students' Mathematical Modelling and Problem-Solving Skills

Autor/inn/en	Wedelin, Dag; Adawi, Tom; Jahan, Tabassum; Andersson, Sven
Titel	Investigating and Developing Engineering Students' Mathematical Modelling and Problem-Solving Skills
Quelle	In: European Journal of Engineering Education, 40 (2015) 5, S.557-572 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0304-3797
DOI	10.1080/03043797.2014.987648
Schlagwörter	Engineering Education; Mathematical Models; Problem Solving; Qualitative Research; Case Studies; Prior Learning; Mathematics Skills; Student Attitudes; Metacognition; Learning Modules; Interviews; College Students; Foreign Countries; Reports; Skill Development; Cognitive Development; Sweden + Suchen Sie Ihr Suchwort? Ingenieurausbildung; Mathematical model; Mathematisches Modell; Problemlösen; Qualitative Forschung; Case study; Fallstudie; Case Study; Vorkenntnisse; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Learning module; Lernmodul; Interviewing; Interviewtechnik; Collegestudent; Ausland; Abschlussbericht; Berichten; Kompetenzentwicklung; Qualifikationsentwicklung; Kognitive Entwicklung; Schweden
Abstract	How do engineering students approach mathematical modelling problems and how can they learn to deal with such problems? In the context of a course in mathematical modelling and problem solving, and using a qualitative case study approach, we found that the students had little prior experience of mathematical modelling. They were also inexperienced problem solvers, unaware of the importance of understanding the problem and exploring alternatives, and impeded by inappropriate beliefs, attitudes and expectations. Important impacts of the course belong to the metacognitive domain. The nature of the problems, the supervision and the follow-up lectures were emphasised as contributing to the impacts of the course, where students show major development. We discuss these empirical results in relation to a framework for mathematical thinking and the notion of cognitive apprenticeship. Based on the results, we argue that this kind of teaching should be considered in the education of all engineers. (As Provided).
Anmerkungen	Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01