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Mathematical maturity for engineering students

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Figure

Table 2.1: The documented immature epistemic beliefs about mathematics and examples of negative associated student behaviors observed in previous literature [20, 32].
Table 2.2: The KOM competencies and short definitions of them [21]. The competencies are overlapping, and some competencies might be more important to engineers than to mathematicians.
Table 2.3: The elements of symbol sense and brief definitions [22].
Figure 2.1: Thematic map. Codes are arranged and connected together from centralizing ideas to smaller, less central ideas
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