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Frank Feudel; Alexander Unger – International Journal of Research in Undergraduate Mathematics Education, 2024
Besides homework assignments, optional quizzes are a commonly used means for formative assessment in tertiary mathematics education. Instructors, for example, implement these to help students detect gaps in their understanding, or to foster a continuous and active engagement with the content. The extent to which these goals are reached, however,…
Descriptors: Foreign Countries, Undergraduate Study, Mathematics Education, College Mathematics
Lara Gildehaus; Michael Liebendörfer; Einat Heyd-Metzuyanim – Educational Studies in Mathematics, 2024
Preservice mathematics teachers are sometimes trained in programs so that they have both their own courses and joint courses with mathematics majors from the beginning of their studies. While this is thought to provide them with both deep mathematical knowledge and teaching-specific content right from the start, many of them report disaffection…
Descriptors: Preservice Teachers, Mathematics Teachers, Social Influences, College Mathematics
Simon Guse; Dorothe Kienhues; Regina Jucks – Journal of Curriculum Studies, 2024
Preservice teachers study an academic discipline (e.g. mathematics) and -- just like students majoring in that discipline -- have a certain level of connectedness to it. While studying, students may compare themselves to peers studying the same discipline within alternative degree programs, characterized by different study contexts. Notably,…
Descriptors: Preservice Teachers, Intellectual Disciplines, Mathematics, Foreign Countries
Geisler, Sebastian – International Journal of Mathematical Education in Science and Technology, 2023
The transition from school to university is a challenging process for many students which is reflected in high dropout and low examination success rates during the first year at university. Qualitative studies have found hints that students' beliefs play an important role during the transition. Due to their dialectic nature with cognitive as well…
Descriptors: Student Attitudes, Beliefs, Student Adjustment, Student Satisfaction
Anna Schreck; Jana Groß-Ophoff; Benjamin Rott – LUMAT: International Journal on Math, Science and Technology Education, 2024
Various studies have shown that epistemological beliefs affect personal learning and teaching performances. Therefore, epistemological beliefs have become an attractive object of research with different methods of survey. A distinction can be made between denotative and connotative aspects of beliefs, the former being reflected upon, explicit…
Descriptors: College Students, Preservice Teachers, Teachers, College Mathematics
Schürmann, Mirko; Panse, Anja; Shaikh, Zain; Biehler, Rolf; Schaper, Niclas; Liebendörfer, Michael; Hilgert, Joachim – International Journal of Research in Undergraduate Mathematics Education, 2022
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…
Descriptors: Foreign Countries, Mathematics Education, Mathematics Instruction, College Mathematics
Bosch, Marianna; Hausberger, Thomas; Hochmuth, Reinhard; Kondratieva, Margarita; Winsløw, Carl – International Journal of Research in Undergraduate Mathematics Education, 2021
How is the content of university programs selected and structured? How does it evolve? In the anthropological theory of the didactic, external didactic transposition designates the processes through which knowledge to be taught is delimited and developed for delivery within a school institution, including universities. This paper presents a first…
Descriptors: Foreign Countries, Comparative Education, Undergraduate Study, College Mathematics
Büchele, Stefan; Feudel, Frank – International Journal of Science and Mathematics Education, 2023
Mathematics plays a significant role in many study programs. However, several studies show deficiencies and a decline in beginning undergraduates' skills in mathematics in many content domains. However, it remains unclear whether they have improved in so-called process competencies like modeling, mathematical reasoning, or using different…
Descriptors: Mathematics Skills, Competence, College Freshmen, College Mathematics
Geisler, Sebastian; Rach, Stefanie; Rolka, Katrin – Educational Studies in Mathematics, 2023
The transition from school to university mathematics is a challenging process for many students, which is reflected in high dropout rates during the first year at university. Using mediation analysis, we want to shed light on the role of students' attitudes towards mathematics--especially their interest in mathematics and their mathematical…
Descriptors: College Mathematics, Student Attitudes, Academic Achievement, Student Satisfaction
Pinto, Carla M. A.; Mendonça, Jorge – Open Education Studies, 2022
In this paper we provide a description of the project DrIVE-MATH, highlighting the main goals, intellectual outputs, outcomes, the involved partners, and activities and reports from the three-years' project. At the end we discuss the impact of the new proposed Education models at various levels, from students, to HEIs, to stakeholders.
Descriptors: Mathematics Education, Active Learning, Models, Educational Technology
Sandefur, James; Lockwood, Elise; Hart, Eric; Greefrath, Gilbert – ZDM: Mathematics Education, 2022
In this paper, we provide an overall perspective on the teaching and learning of discrete mathematics. Our aim is to highlight what research has been conducted in this area and to connect it to existing research ideas for future work. We begin by characterizing discrete mathematics and its role in the school curriculum, highlighting themes,…
Descriptors: Mathematics Instruction, Teaching Methods, Mathematics Education, Relevance (Education)
von Renesse, C.; Wegner, Sven A. – PRIMUS, 2023
In this paper, the authors discuss their experiences with ungrading at a small public university in the U.S. and a large public university in Germany. The courses described are Calculus 1 and a content course for pre-service secondary teachers of mathematics. The professors teach differently: one with lecture, the other with inquiry-based…
Descriptors: Foreign Countries, College Faculty, Preservice Teacher Education, Secondary School Mathematics
Deeken, Christoph; Neumann, Irene; Heinze, Aiso – International Journal of Research in Undergraduate Mathematics Education, 2020
In many countries STEM degree programs face high dropout rates, which are often attributed to insufficient mathematical preparation of incoming undergraduates. However, it is largely unclear which mathematical prerequisites universities expect from their new STEM undergraduates. There are hardly official documents and it is even an open question…
Descriptors: STEM Education, Undergraduate Students, College Readiness, Mathematics Achievement
Kempen, Leander; Biehler, Rolf – International Journal of Research in Undergraduate Mathematics Education, 2019
At the University of Paderborn, the course "Introduction into the culture of mathematics" is required for all first-year students who enter the study program for future mathematics teachers at lower secondary level (grade 5-10). In this inquiry-based transition-to-proof course, we use four different kinds of proofs (the generic proof…
Descriptors: Foreign Countries, College Freshmen, College Mathematics, Required Courses
Benden, Daria K.; Lauermann, Fani – Journal of Educational Psychology, 2022
Students' expectancy-value beliefs play an important role in shaping their educational choices and behaviors. Drawing on Eccles and Wigfield 's (2020) situated expectancy-value theory, we investigated short-term changes in students' expectancy-value beliefs in gateway math courses for beginning university students. In Study 1a, we collected data…
Descriptors: College Students, College Mathematics, College Freshmen, Student Motivation