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ERIC Number: EJ914018
Record Type: Journal
Publication Date: 2010-Nov
Pages: 30
Abstractor: As Provided
Reference Count: 80
ISSN: ISSN-1052-0147
A Grounded Theory Approach: Conceptions of Understanding in Engineering Mathematics Learning
Khiat, Henry
Qualitative Report, v15 n6 p1459-1488 Nov 2010
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. (Contains 5 figures and 2 tables.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Singapore