[{"publisher":"Oxford University Press (OUP)","date_updated":"2024-07-26T07:47:15Z","date_created":"2024-07-26T07:46:20Z","author":[{"first_name":"Tim","last_name":"Kolbe","full_name":"Kolbe, Tim"},{"last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","first_name":"Michael"}],"title":"Which knowledge is required in exams on analysis 1 courses at German universities?","doi":"10.1093/teamat/hrae012","publication_identifier":{"issn":["0268-3679","1471-6976"]},"publication_status":"published","year":"2024","citation":{"ama":"Kolbe T, Liebendörfer M. Which knowledge is required in exams on analysis 1 courses at German universities? <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. Published online 2024. doi:<a href=\"https://doi.org/10.1093/teamat/hrae012\">10.1093/teamat/hrae012</a>","ieee":"T. Kolbe and M. Liebendörfer, “Which knowledge is required in exams on analysis 1 courses at German universities?,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, 2024, doi: <a href=\"https://doi.org/10.1093/teamat/hrae012\">10.1093/teamat/hrae012</a>.","chicago":"Kolbe, Tim, and Michael Liebendörfer. “Which Knowledge Is Required in Exams on Analysis 1 Courses at German Universities?” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, 2024. <a href=\"https://doi.org/10.1093/teamat/hrae012\">https://doi.org/10.1093/teamat/hrae012</a>.","mla":"Kolbe, Tim, and Michael Liebendörfer. “Which Knowledge Is Required in Exams on Analysis 1 Courses at German Universities?” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, Oxford University Press (OUP), 2024, doi:<a href=\"https://doi.org/10.1093/teamat/hrae012\">10.1093/teamat/hrae012</a>.","bibtex":"@article{Kolbe_Liebendörfer_2024, title={Which knowledge is required in exams on analysis 1 courses at German universities?}, DOI={<a href=\"https://doi.org/10.1093/teamat/hrae012\">10.1093/teamat/hrae012</a>}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Kolbe, Tim and Liebendörfer, Michael}, year={2024} }","short":"T. Kolbe, M. Liebendörfer, Teaching Mathematics and Its Applications: An International Journal of the IMA (2024).","apa":"Kolbe, T., &#38; Liebendörfer, M. (2024). Which knowledge is required in exams on analysis 1 courses at German universities? <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>. <a href=\"https://doi.org/10.1093/teamat/hrae012\">https://doi.org/10.1093/teamat/hrae012</a>"},"_id":"55393","user_id":"85819","language":[{"iso":"eng"}],"publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","type":"journal_article","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>The purpose of this study is to describe the knowledge that is required in exams on Analysis 1 courses at German universities. To do so, we use the distinction between procedural and conceptual knowledge that is frequently used in the literature on mathematics education. For a more detailed analysis, we developed further categories for our coding scheme that better reflect the interaction of procedural and conceptual knowledge required to complete tasks. Using this coding scheme, we coded 49 exams from 12 out of 16 federal states in Germany, consisting of a total of 741 tasks. The analysis revealed that 69% of the tasks could be solved by recalling information or using procedural knowledge with only minor conceptual knowledge required, whilst 31% required substantial conceptual knowledge. Based on this analysis, we assume that most exams can be passed by focusing the knowledge of facts and procedures. These results indicate a discrepancy between the teaching focus on conceptual knowledge and the knowledge assessed, which is discussed.</jats:p>"}],"status":"public"},{"status":"public","type":"journal_article","_id":"37474","department":[{"_id":"10"}],"user_id":"30933","page":"478-496","intvolume":"        40","citation":{"ieee":"S. Büchele, M. Liebendörfer, and E. Lankeit, “Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, pp. 478–496, 2021, doi: <a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>.","chicago":"Büchele, Stefan, Michael Liebendörfer, and Elisa Lankeit. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i> 40, no. 4 (2021): 478–96. <a href=\"https://doi.org/10.1093/teamat/hrab013\">https://doi.org/10.1093/teamat/hrab013</a>.","ama":"Büchele S, Liebendörfer M, Lankeit E. Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. 2021;40(4):478-496. doi:<a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>","apa":"Büchele, S., Liebendörfer, M., &#38; Lankeit, E. (2021). Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university. <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, <i>40</i>(4), 478–496. <a href=\"https://doi.org/10.1093/teamat/hrab013\">https://doi.org/10.1093/teamat/hrab013</a>","short":"S. Büchele, M. Liebendörfer, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 478–496.","mla":"Büchele, Stefan, et al. “Increasing the Effect of a Remedial Mathematics Course by Switching to an Online Format during the COVID-19 Crisis: Evidence from a German University.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 478–96, doi:<a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>.","bibtex":"@article{Büchele_Liebendörfer_Lankeit_2021, title={Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university}, volume={40}, DOI={<a href=\"https://doi.org/10.1093/teamat/hrab013\">10.1093/teamat/hrab013</a>}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Büchele, Stefan and Liebendörfer, Michael and Lankeit, Elisa}, year={2021}, pages={478–496} }"},"publication_identifier":{"issn":["0268-3679","1471-6976"]},"publication_status":"published","doi":"10.1093/teamat/hrab013","date_updated":"2023-01-18T22:47:00Z","volume":40,"author":[{"first_name":"Stefan","last_name":"Büchele","full_name":"Büchele, Stefan"},{"last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","first_name":"Michael"},{"first_name":"Elisa","last_name":"Lankeit","full_name":"Lankeit, Elisa"}],"abstract":[{"text":"<jats:title>Abstract</jats:title>\n               <jats:p>Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.</jats:p>","lang":"eng"}],"publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","keyword":["Education","General Mathematics"],"language":[{"iso":"eng"}],"year":"2021","issue":"4","title":"Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university","publisher":"Oxford University Press (OUP)","date_created":"2023-01-18T22:23:50Z"},{"publication_identifier":{"issn":["0268-3679","1471-6976"]},"publication_status":"published","issue":"4","year":"2021","page":"436-454","intvolume":"        40","citation":{"apa":"Kempen, L., &#38; Liebendörfer, M. (2021). University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, <i>40</i>(4), 436–454. <a href=\"https://doi.org/10.1093/teamat/hrab020\">https://doi.org/10.1093/teamat/hrab020</a>","mla":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, Oxford University Press (OUP), 2021, pp. 436–54, doi:<a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>.","bibtex":"@article{Kempen_Liebendörfer_2021, title={University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics}, volume={40}, DOI={<a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>}, number={4}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Kempen, Leander and Liebendörfer, Michael}, year={2021}, pages={436–454} }","short":"L. Kempen, M. Liebendörfer, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2021) 436–454.","ieee":"L. Kempen and M. Liebendörfer, “University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, vol. 40, no. 4, pp. 436–454, 2021, doi: <a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>.","chicago":"Kempen, Leander, and Michael Liebendörfer. “University Students’ Fully Digital Study of Mathematics: An Identification of Student-Groups via Their Resources Usage and a Characterization by Personal and Affective Characteristics.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i> 40, no. 4 (2021): 436–54. <a href=\"https://doi.org/10.1093/teamat/hrab020\">https://doi.org/10.1093/teamat/hrab020</a>.","ama":"Kempen L, Liebendörfer M. University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics. <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. 2021;40(4):436-454. doi:<a href=\"https://doi.org/10.1093/teamat/hrab020\">10.1093/teamat/hrab020</a>"},"publisher":"Oxford University Press (OUP)","date_updated":"2023-01-18T22:49:44Z","volume":40,"author":[{"first_name":"Leander","full_name":"Kempen, Leander","last_name":"Kempen"},{"last_name":"Liebendörfer","full_name":"Liebendörfer, Michael","first_name":"Michael"}],"date_created":"2023-01-18T22:23:40Z","title":"University students’ fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics","doi":"10.1093/teamat/hrab020","publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","type":"journal_article","abstract":[{"lang":"eng","text":"<jats:title>Abstract</jats:title>\n               <jats:p>We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.</jats:p>"}],"status":"public","_id":"37473","department":[{"_id":"10"}],"user_id":"30933","keyword":["Education","General Mathematics"],"language":[{"iso":"eng"}]},{"volume":40,"author":[{"full_name":"Schürmann, Mirko","id":"59707","orcid":"0000-0003-2646-085X","last_name":"Schürmann","first_name":"Mirko"},{"first_name":"Lara","last_name":"Gildehaus","full_name":"Gildehaus, Lara"},{"orcid":"0000-0001-9887-2074","last_name":"Liebendörfer","id":"30933","full_name":"Liebendörfer, Michael","first_name":"Michael"},{"first_name":"Niclas","full_name":"Schaper, Niclas","last_name":"Schaper"},{"first_name":"Rolf","last_name":"Biehler","full_name":"Biehler, Rolf","id":"16274"},{"first_name":"Reinhard","full_name":"Hochmuth, Reinhard","last_name":"Hochmuth"},{"full_name":"Kuklinski, Christiane","last_name":"Kuklinski","first_name":"Christiane"},{"last_name":"Lankeit","full_name":"Lankeit, Elisa","first_name":"Elisa"}],"date_created":"2023-01-10T09:14:31Z","publisher":"Oxford University Press (OUP)","date_updated":"2024-04-18T10:10:15Z","doi":"10.1093/teamat/hraa007","title":"Mathematics learning support centres in Germany—an overview","issue":"2","publication_identifier":{"issn":["0268-3679","1471-6976"]},"publication_status":"published","page":"99-113","intvolume":"        40","citation":{"short":"M. Schürmann, L. Gildehaus, M. Liebendörfer, N. Schaper, R. Biehler, R. Hochmuth, C. Kuklinski, E. Lankeit, Teaching Mathematics and Its Applications: An International Journal of the IMA 40 (2020) 99–113.","mla":"Schürmann, Mirko, et al. “Mathematics Learning Support Centres in Germany—an Overview.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, vol. 40, no. 2, Oxford University Press (OUP), 2020, pp. 99–113, doi:<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>.","bibtex":"@article{Schürmann_Gildehaus_Liebendörfer_Schaper_Biehler_Hochmuth_Kuklinski_Lankeit_2020, title={Mathematics learning support centres in Germany—an overview}, volume={40}, DOI={<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>}, number={2}, journal={Teaching Mathematics and its Applications: An International Journal of the IMA}, publisher={Oxford University Press (OUP)}, author={Schürmann, Mirko and Gildehaus, Lara and Liebendörfer, Michael and Schaper, Niclas and Biehler, Rolf and Hochmuth, Reinhard and Kuklinski, Christiane and Lankeit, Elisa}, year={2020}, pages={99–113} }","apa":"Schürmann, M., Gildehaus, L., Liebendörfer, M., Schaper, N., Biehler, R., Hochmuth, R., Kuklinski, C., &#38; Lankeit, E. (2020). Mathematics learning support centres in Germany—an overview. <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i>, <i>40</i>(2), 99–113. <a href=\"https://doi.org/10.1093/teamat/hraa007\">https://doi.org/10.1093/teamat/hraa007</a>","ama":"Schürmann M, Gildehaus L, Liebendörfer M, et al. Mathematics learning support centres in Germany—an overview. <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>. 2020;40(2):99-113. doi:<a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>","chicago":"Schürmann, Mirko, Lara Gildehaus, Michael Liebendörfer, Niclas Schaper, Rolf Biehler, Reinhard Hochmuth, Christiane Kuklinski, and Elisa Lankeit. “Mathematics Learning Support Centres in Germany—an Overview.” <i>Teaching Mathematics and Its Applications: An International Journal of the IMA</i> 40, no. 2 (2020): 99–113. <a href=\"https://doi.org/10.1093/teamat/hraa007\">https://doi.org/10.1093/teamat/hraa007</a>.","ieee":"M. Schürmann <i>et al.</i>, “Mathematics learning support centres in Germany—an overview,” <i>Teaching Mathematics and its Applications: An International Journal of the IMA</i>, vol. 40, no. 2, pp. 99–113, 2020, doi: <a href=\"https://doi.org/10.1093/teamat/hraa007\">10.1093/teamat/hraa007</a>."},"year":"2020","department":[{"_id":"423"},{"_id":"363"},{"_id":"625"}],"user_id":"37888","_id":"35712","language":[{"iso":"eng"}],"keyword":["Education","General Mathematics"],"publication":"Teaching Mathematics and its Applications: An International Journal of the IMA","type":"journal_article","status":"public","abstract":[{"text":"<jats:title>Abstract</jats:title>\r\n               <jats:p>Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding.</jats:p>","lang":"eng"}]}]