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This study aims to identify students' conceptions of mathematics in the Diploma in Actuarial Science programme. It focuses specifically on how Diploma in Actuarial Science students conceptualize aspects of mathematics such as the meaning of mathematics, the meaning of learning mathematics, and the use of mathematics in daily life. This study is based on the universal integrated perspective and uses the case study design. Findings show that the Diploma in Actuarial Science students used the universal integrated perspective to interpret the acquisition of mathematical knowledge but their understandings of mathematical concepts, process of learning mathematics, and proper usage of mathematical ideas are mostly at the surface level, rather then deep understanding.

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The study based on radical constructivism seeks to identify Semester Two Accounting Courses students' meaning of ogive. Data for this study include verbal and non-verbal information gathered from three students of Semester Two Accounting Courses in clinical interview sessions. The research participants have identified four processes performed on the basic elements to produce an ogive. In addition, five categories of products used by research participants to describe the ogive were identified. OPEN ACCESSOJS 138 Theoretical BackgroundThis study is based on two basic principles [21]. First, knowledge is actively constructed by the students. Second, the reality owned by an individual is a reality built by himself or herself, and it depends on the quality of action and operational schemes of individuals [21]. According to [21][22][23], there are five assumptions in the radical constructivism of learning ogive: the reality of the ogive to each student is an integral part of the construction of their thinking; knowledge of the ogive is constructed for each student based on his or her experience; knowledge of the ogive is derived from sensory-motor activities and its basic building block is a particular schema; the schema forms mental activity used by students as material for the reflection and abstraction process; and, each intellectual action is built in a progressive manner based on the previous and more primitive cognitive structure.Based on the above assumptions, for this study, the clinical interview is deemed sufficient to answer the basic questions as described in this study. The clinical interview method consists of observation, questioning and evaluation. This method allows researchers to identify the meaning of the ogive owned by students [21].