Browsing by Author "De Villiers, Lidamari"
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- ItemThe concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students(Stellenbosch : Stellenbosch University, 2018-12) De Villiers, Lidamari; Wessels, D. C. J.; Stellenbosch University. Faculty of Education. Dept. of Curriculum Studies.ENGLISH ABSTRACT : Mathematics contributes significantly towards engineering education, denoting the prominance of possessing mathematical competence. Motivation for the study originated from observing students’ modest levels of mathematical reasoning and understanding, problem-solving and meta-cognitive abilities. A gap in literature was exposed for enhancing engineering technician students’ competencies to proceed towards successful mathematical thinkers and doers. This study serves to fill this gap, by answering the research question regarding the extent to which engineering technician and mathematical modelling competencies can co-develop, to produce a deeper understanding of mathematics within the context of a mathematical modelling course for first-year engineering technician students who are not strong in mathematics. The study aimed to develop a qualitative and quantitative profile that characterises the design in practice, commanding Design-Based Research methodology. Twelve first-year engineering technician students, volunteered to partake in a mathematical modelling course of one semester. They worked in small groups on model-eliciting activities that required the construction of models to describe, analyse and solve real-world problems. Qualitative data sources included video and audio recordings, observation instruments, informal discussions, students’ written work, and field notes. Analysis was done throughout the experiment. The students revealed improvements in all the competency categories, with the most prominent development occurring in generalising (cognitive) and management (meta-cognitive) competencies. Mathematical ideas and higher-order thinking develop interactively, and the characteristics of being deeply involved in solving model-eliciting activities allowed for the stimulation of reflective activities. Explanations on how the competencies advanced, exposed an intricate web of teacher beliefs, classrooms norms that foster socio-constructivist forms of learning and teaching, and modeleliciting activities designed to develop higher-order understanding. Combined with formative assessment methods to describe the nature of the students’ constructs, a local instructional theory was constructed that explains how mathematical modelling and engineering technician competencies can co-develop through mathematical modelling, and how to support competence development for improved mathematical reasoning and understanding.