id: 06598972
dt: j
an: 2016d.00142
au: Jukic Matic, Ljerka
ti: Mathematical knowledge of non-mathematics students and their beliefs about
mathematics.
so: Math. Educ. (Ank.) 9, No. 1, 13-24 (2014).
py: 2014
pu: International Society of Educational Research (iSER), Ankara
la: EN
cc: C25 I15 M15
ut: university teaching; engineering; natural sciences; student attitudes;
beliefs; research; calculus; knowledge retention
ci:
li: http://www.mathedujournal.com/dosyalar/IJEM_v9n1_2.pdf
ab: Summary: Mathematics is tightly interwoven with science and engineering,
where it has numerous applications. In the educational context, there
is an ongoing debate who should teach mathematics to non-mathematicians
and how this mathematics should be taught. The knowledge gained in
mathematics course is used in another course (mathematics, science or
engineering), hence students should retain core concepts some time
after learning. Beliefs that students have about mathematics
significantly influence on their learning, and consequently on the
retained knowledge. We investigated retained calculus knowledge and
beliefs about mathematics in two groups of first year students coming
from the science and engineering study programs. The results showed
that both groups of students showed better procedural knowledge than
conceptual. Also they showed positive beliefs about mathematics in
their study program, but were not certain where this knowledge will be
used later. However they differed in the perception of mathematics as
being exciting discipline. The educational implications of these
findings are also discussed.
rv: