Is There "Life" after "Modelling"? Student Conceptions of Mathematics

Autor/inn/en	Houston, Ken; Mather, Glyn; Wood, Leigh N.; Petocz, Peter; Reid, Anna; Harding, Ansie; Engelbrecht, Johann; Smith, Geoff H.
Titel	Is There "Life" after "Modelling"? Student Conceptions of Mathematics
Quelle	In: Mathematics Education Research Journal, 22 (2010) 2, S.69-80 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
Schlagwörter	Undergraduate Students; Mathematics Education; Foreign Countries; College Mathematics; Mathematical Models; Surveys; Student Attitudes; Questionnaires; Majors (Students); Nonmajors; Phenomenology; Concept Formation; Relevance (Education); Australia; Brunei; Canada; South Africa; United Kingdom + Suchen Sie Ihr Suchwort? Mathematische Bildung; Ausland; Mathematical model; Mathematisches Modell; Survey; Umfrage; Befragung; Schülerverhalten; Fragebogen; Phenomenological psychology; Phänomenologie; Psychologie; Concept learning; Begriffsbildung; Relevance; Relevanz; Australien; Kanada; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik; Großbritannien
Abstract	We have been investigating university student conceptions of mathematics over a number of years, with the goal of enhancing student learning and professional development. We developed an open-ended survey of three questions, on "What is mathematics" and two questions about the role of mathematics in the students' future. This questionnaire was completed by 1,200 undergraduate students of mathematics in Australia, the UK, Canada, South Africa, and Brunei. The sample included students ranging from those majoring in mathematics to those taking only one or two modules in mathematics. Responses were analysed starting from a previously-developed phenomenographic framework that required only minor modification, leading to an outcome space of four levels of conceptions about mathematics. We found that for many students modelling is fundamental to their conception of "What is mathematics?". In a small number of students, we identified a broader conception of mathematics, that we have labelled "Life". This describes a view of mathematics as a way of thinking about reality and as an integral part of life, and represents an ideal aim for university mathematics education. (Contains 1 table and 1 footnote.) (As Provided).
Anmerkungen	Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: merj@merga.net.au; Web site: http://www.merga.net.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10