A Grounded Theory Approach: Conceptions of Understanding in Engineering Mathematics Learning

Authors

Henry Khiat, Singapore PolytechnicFollow

Abstract

Mathematics is of utmost importance in engineering courses but studies on engineering students' conceptions of understanding in mathematics learning are found lacking in the literature. Therefore, this research attempts to address the above issue by answering the research question: "What are engineering students' conceptions of understanding in mathematics learning?" It employs the grounded theory methodology (Strauss & Corbin, 1990, 1998) and data are collected from in depth interviews with a total of 21 students and six lecturers. The substantive theory of engineering mathematics understanding (comprising of conceptual, functional, procedural, disciplinary and associational understanding) emerges in this study. The emergence of functional, disciplinary and associational understanding is unique in the context of engineering mathematics learning and has implications on successful engineering problem solving.

Keywords

Engineering Mathematics, Conceptual Understanding, Functional Understanding, Procedural Understanding, Disciplinary Understanding, Associational Understanding, Grounded Theory

Publication Date

11-1-2010

Creative Commons License

This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.

DOI

10.46743/2160-3715/2010.1356

Recommended APA Citation

Khiat, H. (2010). A Grounded Theory Approach: Conceptions of Understanding in Engineering Mathematics Learning. The Qualitative Report, 15(6), 1459-1488. https://doi.org/10.46743/2160-3715/2010.1356