Conceptions of Pre-Service Engineer Educators About the Role of Mathematics and Their Approaches to Study - Abstract

Oct 15, 2026

Quantitative research examines how first-year Engineering Education students understand the role of mathematics in their studies and future careers, and how these understandings relate to their approaches to study. Students conceptualize mathematics as techniques, models, and real-life applications, and as relevant to future learning and work, but lack detailed knowledge of the role’s specific characteristics. Surface approaches correlate with certainty, while deep approaches relate to broader importance, and implications are discussed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages10

Reading Time25 min

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Introduction

Conceptions about mathematics: focusing on engineers and engineer educators

CONCEPTIONS OF PRE-SERVICE ENGINEER EDUCATORS ABOUT THE ROLE OF MATHEMATICS AND THEIR APPROACHES TO STUDY Katerina Kasimatis, Andreas Moutsios-Rentzos, Varvara Rozou and Nikolaos Matzakos Abstract: In this quantitative study, we investigate the relationship between the conceptions of first-year Engineering Education students about the role of mathematics in their studies and career, as well as the links of their conceptions with their approaches to study. The data analysis revealed that the students view mathematics as being about techniques, models and real-life applications and they conceptualise mathematics as being relevant to their future career and studies, though with a lack of knowledge of the specificities of this role. Nevertheless, the surface approach was correlated with a feeling of certainty with respect to the specific role of mathematics in their future studies and career, whilst the deep approach was found to be linked with a broad importance of mathematics. The implications of these complex findings are discussed. Key words: Conceptions, Approaches to study, Engineer educators MSC97C70, MSC97C20 1. Introduction The students experience mathematics in diverse ways and their experience effectively characterises the qualities of their learning mathematics. The students’ conceptions at different levels of learning mathematics have been extensively researched (Di Martino, 2004; Leder, Pehkonen & Törner, 2003; McLeod, 1992) . Mathematical education in educational environments where mathematics has a secondary and/or implicit role has recently been the focus of various research studies, including investigations about the attitudes and conceptions of the educational protagonists (Barkatsas, Kassimatis & Gialamas, 2009; Kassimati & Gialamas, 1998; Moutsios-Rentzos & Kalavasis, 2016), the affiliation of the learners (Bingolbali, Monaghan & Roper, 2007) and the role of the workplace (FitzSimons, 2001) . Furthermore, research has suggested that the students’ approach to study, their relatively consistent manner in which the students experience study has been linked with their educational outcomes (Biggs, 2003) . Moreover, Crawford, Gordon, Nicholas & Prosser (1994, 1998), utilising a phenomenographic approach, investigated tertiary students’ conceptions of mathematics and their approaches to learning mathematics. Their sample consisted of 300 students (first-year mathematics class) and they used open-ended questions. The results of their research indicated a correlation between students’ conceptions of mathematics and their approach to learning. The findings revealed that students viewed mathematics in qualitatively different ways, contrasting fragmented with cohesive conceptions of mathematics. The students who displayed a cohesive conception of mathematics were more likely to use a deep approach, while the ones showing a fragmented conception were more likely to adopt a surface approach to learning. In this study, we concentrate on the pre-service engineer educators of ASPETE (School of Pedagogical and Technological Education) in Greece. ASPETE presents particular research interest, since it aims at the promotion of applied research in educational technology and pedagogy, as well as at the specialization for prospective teachers. The mathematical education in ASPETE is connected with a particular subject of study (Electrical Engineers, Mechanical Engineers, Civil Engineers), which is related to mathematics and at the same time as pedagogical training on the specific subject of study. The content and structure of ASPETE’s programmes reflect and support ASPETE’s twofold orientation: the technological and the pedagogical. This interaction of pedagogical and technological education shapes a multidimensional educational environment, in which mathematical education is a challenge for all involved parties. Mathematical education in ASPETE is becoming even more complex, since around one out of four students who

FAQs

How do first-year Engineering Education students conceptualize the role of mathematics?

Students view mathematics as techniques, models, and real-life applications, and they see it as relevant to their future career and studies, though without detailed knowledge of the specificities of that role.

What relationship was found between surface and deep approaches to study?

The surface approach correlated with a feeling of certainty about mathematics’ role, while the deep approach was linked with a broad importance of mathematics.

Why does the study focus on ASPETE pre-service engineer educators in Greece?

ASPETE’s twofold technological and pedagogical orientation and its connected subject areas (electrical, mechanical, and civil engineering) create a multidimensional educational environment, further complicated by the heterogeneity of incoming students.

Oct 15, 2026

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