In this article, the authors present and discuss selected results from an empirical study from 2007/2008. The study concerned how engineering students take part in study activities and make use of knowledge resources during the introductory first year course on mathematics at the Technical University of Denmark. The background for, and design of, the study is briefly presented. The students’ use of textbooks is described along with the students’ evaluation of their learning outcome from their participation in study activities and use of knowledge resources; which do the students make the most of, and which do they prefer when they study and learn mathematics? The development and change of the students’ study habits during the course is described. The authors demonstrate how engineering students’ study habits change due to the students’ development of study strategies where the students learn the math they need, via other means than the official textbooks.
|Journal||MONA: Matematik og Naturfagsdidaktik|
|Publication status||Published - 2009|