TY - JOUR

T1 - Is there life after modelling? Student conceptions of mathematics

AU - Houston, Ken

AU - Mather, Glyn

AU - Wood, Leigh N.

AU - Petocz, Peter

AU - Reid, Anna

AU - Harding, Ansie

AU - Engelbrecht, Johann

AU - Smith, Geoff H.

PY - 2010

Y1 - 2010

N2 - We have been investigating university student conceptions of mathematics over a number of years, with the goal of enhancing student learning and professional development. We developed an open-ended survey of three questions, on "What is mathematics" and two questions about the role of mathematics in the students' future. This questionnaire was completed by 1,200 undergraduate students of mathematics in Australia, the UK, Canada, South Africa, and Brunei. The sample included students ranging from those majoring in mathematics to those taking only one or two modules in mathematics. Responses were analysed starting from a previouslydeveloped phenomenographic framework that required only minor modification, leading to an outcome space of four levels of conceptions about mathematics. We found that for many students modelling is fundamental to their conception of "What is mathematics?". In a small number of students, we identified a broader conception of mathematics, that we have labelled Life. This describes a view of mathematics as a way of thinking about reality and as an integral part of life, and represents an ideal aim for university mathematics education.

AB - We have been investigating university student conceptions of mathematics over a number of years, with the goal of enhancing student learning and professional development. We developed an open-ended survey of three questions, on "What is mathematics" and two questions about the role of mathematics in the students' future. This questionnaire was completed by 1,200 undergraduate students of mathematics in Australia, the UK, Canada, South Africa, and Brunei. The sample included students ranging from those majoring in mathematics to those taking only one or two modules in mathematics. Responses were analysed starting from a previouslydeveloped phenomenographic framework that required only minor modification, leading to an outcome space of four levels of conceptions about mathematics. We found that for many students modelling is fundamental to their conception of "What is mathematics?". In a small number of students, we identified a broader conception of mathematics, that we have labelled Life. This describes a view of mathematics as a way of thinking about reality and as an integral part of life, and represents an ideal aim for university mathematics education.

UR - http://www.scopus.com/inward/record.url?scp=78649595801&partnerID=8YFLogxK

M3 - Article

AN - SCOPUS:78649595801

VL - 22

SP - 69

EP - 80

JO - Mathematics Education Research Journal

JF - Mathematics Education Research Journal

SN - 1033-2170

IS - 2

ER -