The concurrent development of mathematical modelling and engineering technician competencies of first-year engineering technician students

[摘要] ENGLISH ABSTRACT : Mathematics contributes significantly towards engineering education, denoting the prominanceof possessing mathematical competence. Motivation for the study originated from observingstudents' modest levels of mathematical reasoning and understanding, problem-solving andmeta-cognitive abilities. A gap in literature was exposed for enhancing engineering technicianstudents' competencies to proceed towards successful mathematical thinkers and doers. Thisstudy serves to fill this gap, by answering the research question regarding the extent to whichengineering technician and mathematical modelling competencies can co-develop, to producea deeper understanding of mathematics within the context of a mathematical modelling coursefor first-year engineering technician students who are not strong in mathematics.The study aimed to develop a qualitative and quantitative profile that characterises the designin practice, commanding Design-Based Research methodology. Twelve first-year engineeringtechnician students, volunteered to partake in a mathematical modelling course of onesemester. They worked in small groups on model-eliciting activities that required theconstruction of models to describe, analyse and solve real-world problems. Qualitative datasources 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 prominentdevelopment occurring in generalising (cognitive) and management (meta-cognitive)competencies. Mathematical ideas and higher-order thinking develop interactively, and thecharacteristics of being deeply involved in solving model-eliciting activities allowed for thestimulation 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 formativeassessment methods to describe the nature of the students' constructs, a local instructionaltheory was constructed that explains how mathematical modelling and engineering techniciancompetencies can co-develop through mathematical modelling, and how to supportcompetence development for improved mathematical reasoning and understanding.

[发布机构] Stellenbosch University