Abstract
Engineering Technology (ET) is often combined with that of Engineering. Although Engineering Technology is based on a more hands-on approach and Engineering a theoretical approach, the two majors share a very similar pedagogy in teaching students the same engineering and scientific principles. An observation by an ET professor found that ET students more often than not would eschew the use of mathematical computations and instead provide answers they believe to be correct, without computation or explanation. Leading researchers to delve into possible reasons as to why ET students are reluctant to utilize mathematics. This study utilized in-person interviews with 15 undergraduate participants from a Midwestern University in the United States of America from ET to ascertain how ET students perceive mathematics. The results of the study found that although ET students were stated to not hate mathematics and are open to using mathematics, there was a slight apprehension towards math due to bad math experiences and not being able to connect the conceptual nature of mathematics to the visual and real-life scenarios ET students are used to facing. The results of this study help to lay the foundation for future research studies geared towards further understanding why ET students are apprehensive towards mathematics and ultimately how to help ET students overcome this apprehension.
Highlights
A faculty member teaching in a university undergraduate engineering technology (ET) program from a Midwestern University located in the United States of America often observed that their students, when faced with a math problem, especially one that is unfamiliar, ET students would rely upon their intuition to answer the problem
There is a lack of research on why engineering technology college students, who may exhibit traits of math anxiety/aversion, still pursue a major requiring the use of mathematics
The overall results of this research study found that ET students may exhibit a mild aversion towards mathematics, it is not clear whether that aversion is due to the subject matter itself or poor instructional methods used to convey the information
Summary
A faculty member teaching in a university undergraduate engineering technology (ET) program from a Midwestern University located in the United States of America often observed that their students, when faced with a math problem, especially one that is unfamiliar, ET students would rely upon their intuition to answer the problem. In the case of the ET professor’s observation, the answers provided by the students would often times be presented without any supporting explanations or mathematical computations leading the professor to believe the students are choosing answers they believe to be reasonable but in actuality deviate quite a bit from the correct answer. To solidify this claim the professor presented another mathematical problem that was unlike what ET students may face in reality and cannot present an answer based on learned experiences. Both mathematical problems put forth by the ET professor could have been solved using basic mathematical formulas found in the student’s course packet, and yet the students refrained from the use of mathematics
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