Abstract
Research exploring undergraduates’ tool preferences in tertiary mathematics is currently limited. In this paper, we explore the tools mathematics and engineering students use when studying mathematics and the ways undergraduates combine these tools. Results from our survey (N = 628) showed that students in our sample use mostly their notes, the university’s virtual learning environment (VLE), other students and textbooks. Mathematics students were found using more online encyclopaedias, the university’s VLE, instant messaging and other students, whereas engineering students reported using more textbooks. By performing a cluster analysis, undergraduates were assigned to five distinct tool-use profiles: the peer-learning group (above average use of other students, instant messaging apps and social media); the online-learning group (above average use of online videos, online encyclopaedias, Wolfram Alpha and the university’s VLE); the blended-learning group (above average use of all the tools at their disposal); the no-users group (below average use of all tools except textbooks); and the selective-learning group (above average use of textbooks, online videos and lecturers). The majority of mathematics students were distributed across the peer-learning, online-learning and blended-learning groups, whereas most of the engineering students were found in the blended-learning, no-users and selective-learning groups.