Polytechnic students' mathematical thinking processes in linear algebra: a qualitative approach

Abstract

The main challenge in teaching is to build experiences that include students and promote their thinking processes required to make meaning of those experiences. Thinking is unique for human beings and is characterized as a continuous rebuilding of high-level mental abilities that are consciously developed over time to create a more sophisticated structure of knowledge. The polytechnic curriculum is generally aimed at training students to become engineering technicians as well as critical thinkers; and at the same time assume personal responsibilities in exercising technical judgments that may contribute to the needs, expectations and growth of the diverse economy of any nation. This study adopts a qualitative approach using thematic analysis to explore polytechnics students’ mathematical thinking processes (MTPs) in linear algebra based on Mason’s approach. The researchers interviewed seven students; and the selection of the students for the interview was based on their posttest scores previously published in our quantitative study consisting of two students who achieved the highest scores, three students who achieved moderate scores and two students who achieved the least scores. A semi structured interview was used to acquire rich and detail insight in the students’ understanding with regards to their MTPs. Deductive coding method was used to generate codes and themes from the interview data as the verbatim quotes of each student are examined. Results of this study showed development of MTPs among the students with respect to specializing, generalizing and conjecturing while convincing shows a non-significant result.