Abstract:

Meaningful acquisition of mathematical skills is central to the development of scientific knowledge in any instructional setting. By its very nature, Engineering as a key knowledge domain and crucial field of expertise is underpinned by cognitive demands associated with the structural aspects pertaining to the concomitant curriculum content. The development of requisite skills ought to be informed by a clear understanding of the complexity of cognitive and affective factors associated with various learning areas. In response to this key imperative, South African undergraduate engineering students’ attitudes towards mathematics as a fundamental discipline were assessed through the administration of Attitudes Toward Mathematics Inventory (ATMI). The survey was conducted with undergraduate engineering students at a South African university. The students constituted a purposive sample within the context of this study. The administration of Attitudes Toward Mathematics Inventory was carried out after the students were adequately exposed to university instruction. The study revealed that South African undergraduate engineering students held fragmented views characterizing their attitudes towards the nature of mathematics as a fundamental discipline. In addition, students' attitudes towards mathematics as a fundamental discipline were largely positive. Theoretical implications for meaningful development of mathematical skills are discussed.

Keywords:

Mathematical skills, scientific knowledge, assessment.