Schwierigkeiten von Studienanfängern bei der Bearbeitung mathematischer Übungsaufgaben

Frischemeier, Daniel; Panse, Anja; Pecher, Tobias

doi:10.1007/978-3-658-10261-6_15

Cited by 8 publications

(1 citation statement)

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“…Most publications on MLSCs focus on the description of concepts of one centre, their experiences or present their student evaluation results (e.g. Frischemeier et al, 2016;Milfeit et al, 2018;Panse et al, 2018;Wlassak, 2018). In the research project WiGeMath, 1 an overview on prevalence of MLSCs in Germany and their main characteristics was published (Schürmann et al, 2020) and systematic evaluations on six German MLSCs were conducted (Hochmuth et al, 2018).…”

Section: Empirical Background and Theoretical Frameworkmentioning

confidence: 99%

Consultation Phases in Mathematics Learning and Support Centres

Schürmann

Panse

Shaikh³

et al. 2021

Int. J. Res. Undergrad. Math. Ed.

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Mathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.

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Section: Empirical Background and Theoretical Frameworkmentioning

confidence: 99%