First Year Engineering Students’ Difficulties with Math Courses- What Is the Starting Point for Academic Teachers

Bibliographic Data

ID22045005
AuthorsMarios Charalambides (0009-0002-6089-1434, Frederick University), Areti Panaoura (0000-0002-2132-3066, Frederick University, corresponding author), Eleni Tsolaki (0009-0001-8829-0756, Frederick University), Savvas Pericleous (0000-0001-8816-7355, Frederick University)
Year2023
Volume13
Issue8
Pages835
Publication date2023-08-16
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci13080835
OpenAlexW4385955106
LanguageEN
Citations received5
References cited14

The discussion about first-year engineering students’ difficulties in mathematics is continuous in the fields of engineering, mathematics and higher education. The present study aimed to examine the initial barriers academic math teachers need to have in mind if they want to improve students’ performance in engineering math courses through appropriate teaching practices in order to face their initial interindividual differences. During the first phase of the study, we examined first year engineering students’ initial beliefs about the nature of mathematics, their self-efficacy beliefs about mathematics and their basic mathematical knowledge. The math school grade was used for their previous mathematical performance. Results indicated the predominant role of the previous mathematical knowledge and the important role of the formalistic disposition toward mathematics. The lack of experience of using mathematics for problem-solving situations within an engineering framework prevented students from recognizing and appreciating the value of mathematical courses during the engineering studies. The second phase of the study examined, through an interview with a group of students, their perceptions of the teaching practices which were introduced after their teacher attended a training program. The discussion concentrates on how academics can use teaching processes for equity and not equality in order to motivate their students

Connected Mathematics · Disposition · Engineering education · Mathematical problem · Mathematics education · Engineering · Engineering Education and Curriculum Development · Mathematics · Mathematics Education and Programs · Psychology · Science Education and Pedagogy

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