Examining the Conceptual and Procedural Knowledge Levels of Engineering Faculty Students on the Integral of a Two-Variable Function

Abstract

In this study, the focus will be on the concept of integral in two-variable functions, which holds great significance not only in mathematics but also in fields related to science and engineering in terms of learning and teaching. The integral of a two-variable function is a fundamental concept in mathematics with broad applications in science and engineering. This study addresses the vital role of this concept in shaping the foundational knowledge of engineering faculty students. The ability to comprehend and apply integrals is crucial not only for mathematical proficiency but also for success in various scientific and engineering disciplines. Within this scope, the study aims to examine the domain knowledge of engineering faculty students regarding the integral concept in terms of conceptual and procedural knowledge. This research was structured as a case study with twenty engineering faculty students selected according to critical case sampling. Participants were administered a questionnaire consisting of 10 questions to assess their knowledge of the integral of two-variable functions and in-depth insights into their conceptual and procedural knowledge of the topic were obtained. According to the results of data analysis, it was revealed that engineering faculty students possess procedural knowledge about the integral concept but have conceptual deficiencies and cannot explain their answers based on procedural knowledge. Furthermore, it was determined that conceptual knowledge is more inadequate compared to procedural knowledge. Therefore, developing content that aims to strengthen the integral topic both procedurally and conceptually in undergraduate-level Analysis courses is recommended.

Keywords:Engineering Student, Two-Variable Function, Integral, Procedural Knowledge, Conceptual Knowledge

DOI: 10.7176/JEP/14-31-02

Publication date: November 30^th 2023