PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
Mathematical Competencies and E-Learning: A Case Study of Engineering Students’ Use of Digital Resources
Page: 1292
This paper explores how an e-learning environment affords the execution of mathematical competencies in an undergraduate engineering context. Considering the students’ mathematical practice as action mediated by the digital resources in a sociocultural sense, we employ the competence framework by (Niss & Højgaard, 2011) to make sense of students’ learning. Case-study research design has been implemented to thoroughly observe the mathematical practices of a small group of participants. Observing students’ group work and following their mathematical discussions elucidated the way this environment afforded the execution of competencies. Closer analysis revealed that the availability of online tools in this environment has the twofold effects on mathematical thinking, mathematical reasoning and problem-tackling competencies.