Welche mathematischen Kompetenzen sind notwendig, um allgemeine Studierfähigkeit zu erreichen? Eine empirische Bestimmung erster Komponenten

Rüede, Christian; Weber, Christof; Eberle, Franz

doi:10.1007/s13138-018-0137-0

Cited by 3 publications

(2 citation statements)

References 14 publications

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“…Students typically learn routines of calculation, modeling or problem solving which shall enable them to successfully apply mathematics to everyday problems. As such, school mathematics matches well with the requirements for general study readiness (Rüede et al 2019). In the university study of mathematics, however, mathematics is introduced as a scientific discipline, that is, the focus is on successively establishing the axiomatic body of mathematical knowledge rather than learning to apply the knowledge.…”

Section: Challenges Of Mathematics Freshmenmentioning

confidence: 54%

First Year Students’ Resilience to Cope with Mathematics Exercises in the University Mathematics Studies

2020

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University mathematics studies are known for high dropout especially in the freshmen year. This dropout is often traced back to the excessive demands freshmen have to face. Research aimed at identifying students’ characteristics that enable them to overcome the demands, for example through cognitive abilities, motivational constructs or self-beliefs. In this paper, we take a different perspective and suggest to include a construct that has not been considered in university mathematics education so far: mathematical resilience. Mathematical resilience is a well-established construct in school education to describe students’ attitude in handling everyday educational challenges like setbacks or frustration. We aim to transfer the construct to university mathematics education. Based on a literature review, we argue that the weekly mathematics assignments (i.e., compulsory exercises) pose a major emotional challenge for freshmen as they require advanced mathematical skills like proving, which students only scarcely learn at school. Failing at those mathematics exercises can lead to lasting frustration and, eventually, dropout. Mathematical resilience may thus be a relevant construct to consider when investigating dropout. We present a novel instrument measuring mathematical resilience against mathematics exercises. Findings of an empirical study with 424 mathematics freshmen confirm that mathematics assignments are in fact viewed as the most frustrating everyday challenge. Moreover, the data provide evidence on the validity and reliability of the novel instrument. The results show that mathematical resilience and the corresponding instrument contribute to research on academic success and failure of mathematics freshmen considering the specific conditions of university mathematics studies.

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Section: Challenges Of Mathematics Freshmenmentioning

confidence: 54%

First Year Students’ Resilience to Cope with Mathematics Exercises in the University Mathematics Studies

2020

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“…National Council of Teachers of Mathematics 2006 ; Rüede et al. 2019 ). Als didaktischer Zugang zur Förderung der Flexibilität hat sich das Vergleichen von Lösungswegen etabliert (vgl.…”

Section: Introductionunclassified

Fostering Flexible Equation Solving in Classroom Talk—the Contribution of Comparing Solution Methods

Hämmerle

2023

J Math Didakt

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ZusammenfassungDamit Lernende Gleichungen zielorientiert lösen können, sind Planungsprozesse notwendig. Planungsprozesse schließen die Evaluation von möglichen Lösungswegen mit ein und werden von Ausführungs- und Strukturierungsprozessen abgegrenzt. Das Planen von geeigneten Lösungswegen wird in der Literatur mit dem Begriff der Flexibilität verknüpft. Vergleiche von multiplen Lösungswegen haben sich für die Flexibilität als lernförderlich erwiesen. Um die Lernförderlichkeit der Vergleiche zu unterstützen, werden produktive Klassengespräche empfohlen, in denen die Gegenüberstellung der Lösungswege besprochen wird. Dieser Beitrag prüft, ob in Klassengesprächen zu Vergleichen von multiplen Lösungswegen Planungsprozesse häufiger thematisiert werden als beim Besprechen nur eines Lösungsweges und als beim Besprechen von multiplen Lösungswegen ohne Vergleich. Die Stichprobe der Inhaltsanalyse umfasst Klassengespräche aus 172 Lektionen und 43 Klassen (Jahrgangsstufe 9 und 10). Die statistische Analyse wird sowohl klassenübergreifend mit binär logistischen Regressionsmodellen durchgeführt als auch klassenspezifisch mit t‑Tests für paarweise verbundene Stichproben. Die Studie zeigt, dass beim Vergleichen von multiplen Lösungswegen etwa doppelt so häufig Planungsprozesse thematisiert werden. Zusätzlich wird dokumentiert, dass beim Lösen von Gleichungen Ausführungsprozesse am häufigsten besprochen werden.

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Conceptions of High School Students About the Relevance of Mathematics in Higher Education—their General Perspective and Their Views About Specific Mathematical Requirements

Rohenroth,

Neumann,

Heinze

2024

J Math Didakt

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Mathematics is central to the STEM subjects (science, technology/computer science, engineering, and mathematics) and also to a wide range of non-STEM subjects. Accordingly, it is important that first-year students have adequate mathematical knowledge when they enter higher education. However, it remains unclear whether high school students are aware of the relevance of mathematics in higher education and what, if any, prior mathematical knowledge is relevant in different subjects. Although high school students were found to consider mathematics to be highly relevant, they limited this perceived benefit only to basic mathematics. In addition, university students were found to have incorrect or inadequate ideas about the mathematical content required for and covered in university study programs, which can lead to unfulfilled expectations and, in the worst case, to dropping out of university. This study therefore aims to complement the university students’ perspective with the school students’ perspective. To this end, we investigated 984 high school students’ conceptions of (1) the relevance of mathematics for future studies at a university in general and (2) the specific mathematical requirements in particular subjects. The results show that most students underestimate the relevance of mathematics in several subjects. In detail, we found students to have various vague and inadequate ideas about the specific mathematical requirements of particular subjects. In social sciences, and to some extent in economics, the mathematical requirements were largely underestimated. Such misconceptions may lead students to choose mathematics-intensive subjects when they actually want to avoid mathematics in their university studies.

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Welche mathematischen Kompetenzen sind notwendig, um allgemeine Studierfähigkeit zu erreichen? Eine empirische Bestimmung erster Komponenten

Cited by 3 publications

References 14 publications

First Year Students’ Resilience to Cope with Mathematics Exercises in the University Mathematics Studies

First Year Students’ Resilience to Cope with Mathematics Exercises in the University Mathematics Studies

Fostering Flexible Equation Solving in Classroom Talk—the Contribution of Comparing Solution Methods

Conceptions of High School Students About the Relevance of Mathematics in Higher Education—their General Perspective and Their Views About Specific Mathematical Requirements

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