Abstract
This inquiry aims to determine the influence of mathematical modelling on engineering diploma students’ visualisation when solving differential equations (DE) with a computer algebra system (CAS). In CAS environments, students usually struggle to interpret numerical tables and computer graphs derived from symbolic DEs and often leave interpretative questions unanswered. Participants comprised 80 second year vocational engineering diploma students at a comprehensive university. Students’ abilities to make contextual connections between different representations through a model-eliciting task were assessed using content analysis. By reversing the curricular approach, most participants constructed a meaningful DE that deepened understandings of the world in which they modelled. The modelling environment stimulated development of adequate schema through experimentation with paper-and-pen and CAS technologies.
Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
