A questionnaire to elicit the mathematical concept images of engineering students

Abstract

As part of a study into the mathematical understanding of engineering students, a questionnaire has been developed which seeks to elicit from students their concept images attached to key mathematical concepts. The questionnaire seeks to address both the level of understanding of the students and the mode in which the students hold the concept image. The instrument has been used on over 200 students in the schools of mathematics and engineering at the University of Plymouth, and while the details may not be exactly suited to other groups, it is suggested that the method may be helpful to other researchers in the field. Initial results suggest that engineering and mathematics students do have different concept images, and in particular that engineering students gradually adopt mathematical ideas into their engineering knowledge in a way which makes sense of them.