Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study

Research output: Contribution to journal › Journal article › Research › peer-review

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Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study. / Triantafyllou, Evangelia; Misfeldt, Morten; Timcenko, Olga.

In: Nomad, Vol. 21, No. 3, 01.09.2016, p. 29-49.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Triantafyllou, E, Misfeldt, M & Timcenko, O 2016, 'Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study', Nomad, vol. 21, no. 3, pp. 29-49.

APA

Triantafyllou, E., Misfeldt, M., & Timcenko, O. (2016). Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study. Nomad, 21(3), 29-49.

Vancouver

Triantafyllou E, Misfeldt M, Timcenko O. Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study. Nomad. 2016 Sep 1;21(3):29-49.

Author

Triantafyllou, Evangelia ; Misfeldt, Morten ; Timcenko, Olga. / Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study. In: Nomad. 2016 ; Vol. 21, No. 3. pp. 29-49.

Bibtex

@article{9ac7a062a3144c13ad6ce720f7f64c9b,
title = "Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study",
abstract = "This article explores student attitudes and preferences in learning and teaching of mathematics in engineering studies that transcend the division between technical, scientific and artistic disciplines. For observing such attitudes, we have developed a model that relates the attitude towards mathematics as a subject with the attitude towards mathematics learning and instruction. Data comes from a study at the Media technology educational program of Aalborg university. The study used attitude and preference questionnaires, and observations and interviews with students. The results show that media technology students are not confident in mathematics and consider mathematics to be a difficult subject. Nevertheless, they recognize the importance of mathematics both in their studies and in general. Moreover, students favour learning on their own or together with their peers over learning supported by a teacher. We propose that these findings inspire reforming mathematical education for such engineering students.",
author = "Evangelia Triantafyllou and Morten Misfeldt and Olga Timcenko",
year = "2016",
month = sep,
day = "1",
language = "English",
volume = "21",
pages = "29--49",
journal = "Nomad",
issn = "1331-534X",
publisher = "Faust Vrancic d.o.o.",
number = "3",

}

RIS

TY - JOUR

T1 - Attitudes towards mathematics as a subject and mathematics learning and instruction in a trans-disciplinary engineering study

AU - Triantafyllou, Evangelia

AU - Misfeldt, Morten

AU - Timcenko, Olga

PY - 2016/9/1

Y1 - 2016/9/1

N2 - This article explores student attitudes and preferences in learning and teaching of mathematics in engineering studies that transcend the division between technical, scientific and artistic disciplines. For observing such attitudes, we have developed a model that relates the attitude towards mathematics as a subject with the attitude towards mathematics learning and instruction. Data comes from a study at the Media technology educational program of Aalborg university. The study used attitude and preference questionnaires, and observations and interviews with students. The results show that media technology students are not confident in mathematics and consider mathematics to be a difficult subject. Nevertheless, they recognize the importance of mathematics both in their studies and in general. Moreover, students favour learning on their own or together with their peers over learning supported by a teacher. We propose that these findings inspire reforming mathematical education for such engineering students.

AB - This article explores student attitudes and preferences in learning and teaching of mathematics in engineering studies that transcend the division between technical, scientific and artistic disciplines. For observing such attitudes, we have developed a model that relates the attitude towards mathematics as a subject with the attitude towards mathematics learning and instruction. Data comes from a study at the Media technology educational program of Aalborg university. The study used attitude and preference questionnaires, and observations and interviews with students. The results show that media technology students are not confident in mathematics and consider mathematics to be a difficult subject. Nevertheless, they recognize the importance of mathematics both in their studies and in general. Moreover, students favour learning on their own or together with their peers over learning supported by a teacher. We propose that these findings inspire reforming mathematical education for such engineering students.

M3 - Journal article

VL - 21

SP - 29

EP - 49

JO - Nomad

JF - Nomad

SN - 1331-534X

IS - 3

ER -

ID: 231944292