---
_id: '37472'
abstract:
- lang: eng
text: AbstractAs earlier research results suggest
that many mathematics teaching students criticize a missing relevance in their
studies, we explore explanations and interrelationships of their relevance assessments.
We aim at finding out how one could support the students in attributing relevance
to their study programs. A two-fold model for relevance assessments in mathematics
teacher education is proposed, consisting of relevance content and relevance reasons.
We investigate students' relevance perceptions of mathematical topics and of topics’
complexities, as well as their rating of individual and societal/ vocational relevance
reasons, all in relation to their perception of the relevance of their overall
program of study. Contrary to earlier research findings, our results suggest that
mathematics teaching students already do attribute relevance to many content areas
and that a preparation for the teaching profession is not the only reason for
them to assign relevance. There also seem to be many students who would attribute
relevance if they could develop as individuals and pursue their interests. We
suggest that giving students opportunities to set individual priorities in their
studies could hence support their relevance assessments. As low relevance assessments
seem to be connected to students’ motivational problems, students might profit
from motivational support, as well.
author:
- first_name: Christiane
full_name: Büdenbender-Kuklinski, Christiane
last_name: Büdenbender-Kuklinski
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
- first_name: Michael
full_name: Liebendörfer, Michael
last_name: Liebendörfer
citation:
ama: Büdenbender-Kuklinski C, Hochmuth R, Liebendörfer M. Exploring the Perceived
Relevance of University Mathematics Studies by First-Semester Teaching Students.
International Journal of Research in Undergraduate Mathematics Education.
Published online 2022. doi:10.1007/s40753-022-00188-7
apa: Büdenbender-Kuklinski, C., Hochmuth, R., & Liebendörfer, M. (2022). Exploring
the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students. International Journal of Research in Undergraduate Mathematics Education.
https://doi.org/10.1007/s40753-022-00188-7
bibtex: '@article{Büdenbender-Kuklinski_Hochmuth_Liebendörfer_2022, title={Exploring
the Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students}, DOI={10.1007/s40753-022-00188-7},
journal={International Journal of Research in Undergraduate Mathematics Education},
publisher={Springer Science and Business Media LLC}, author={Büdenbender-Kuklinski,
Christiane and Hochmuth, Reinhard and Liebendörfer, Michael}, year={2022} }'
chicago: Büdenbender-Kuklinski, Christiane, Reinhard Hochmuth, and Michael Liebendörfer.
“Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
Teaching Students.” International Journal of Research in Undergraduate Mathematics
Education, 2022. https://doi.org/10.1007/s40753-022-00188-7.
ieee: 'C. Büdenbender-Kuklinski, R. Hochmuth, and M. Liebendörfer, “Exploring the
Perceived Relevance of University Mathematics Studies by First-Semester Teaching
Students,” International Journal of Research in Undergraduate Mathematics Education,
2022, doi: 10.1007/s40753-022-00188-7.'
mla: Büdenbender-Kuklinski, Christiane, et al. “Exploring the Perceived Relevance
of University Mathematics Studies by First-Semester Teaching Students.” International
Journal of Research in Undergraduate Mathematics Education, Springer Science
and Business Media LLC, 2022, doi:10.1007/s40753-022-00188-7.
short: C. Büdenbender-Kuklinski, R. Hochmuth, M. Liebendörfer, International Journal
of Research in Undergraduate Mathematics Education (2022).
date_created: 2023-01-18T22:22:49Z
date_updated: 2023-01-18T22:43:43Z
department:
- _id: '10'
doi: 10.1007/s40753-022-00188-7
keyword:
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
issn:
- 2198-9745
- 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Exploring the Perceived Relevance of University Mathematics Studies by First-Semester
Teaching Students
type: journal_article
user_id: '30933'
year: '2022'
...
---
_id: '35778'
abstract:
- lang: eng
text: 'AbstractThe aim of the special issue is
to bring together important current international research on innovative teaching
and learning practices in mathematics in engineering education, and to develop
deeper understandings of the characteristics of current teaching and learning
practices that can inform the design and implementation of future innovative practice.
The focus of this review paper is to provide a state-of-the-art overview of this
emerging field at the cross-roads between mathematics and engineering education,
in addition to introducing the papers of this special issue. To guide this paper,
we posed three review questions: (1) How can current (teaching/learning/study)
practices of mathematics in engineering education be characterized with a view
towards innovation?; (2) What are the ‘resources’ (cognitive, material, digital,
social) used, and what are those that appear also well suited for innovative courses?;
(3) What are promising innovative practices in mathematics in engineering education,
and what are the implications for curriculum reform? Looking back across the studies
we summarized in the review, we conclude that they are lagging behind the more
fundamental changes that are happening in engineering education, whilst addressing
selected aspects of innovative changes within the current system of engineering
education. At the same time, the nine papers of this special issue contribute
new perspectives for innovative practices in mathematics in engineering education,
for a better understanding of current practices and for future research.'
author:
- first_name: Birgit
full_name: Pepin, Birgit
last_name: Pepin
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Ghislaine
full_name: Gueudet, Ghislaine
last_name: Gueudet
citation:
ama: 'Pepin B, Biehler R, Gueudet G. Mathematics in Engineering Education: a Review
of the Recent Literature with a View towards Innovative Practices. International
Journal of Research in Undergraduate Mathematics Education. 2021;7(2):163-188.
doi:10.1007/s40753-021-00139-8'
apa: 'Pepin, B., Biehler, R., & Gueudet, G. (2021). Mathematics in Engineering
Education: a Review of the Recent Literature with a View towards Innovative Practices.
International Journal of Research in Undergraduate Mathematics Education,
7(2), 163–188. https://doi.org/10.1007/s40753-021-00139-8'
bibtex: '@article{Pepin_Biehler_Gueudet_2021, title={Mathematics in Engineering
Education: a Review of the Recent Literature with a View towards Innovative Practices},
volume={7}, DOI={10.1007/s40753-021-00139-8},
number={2}, journal={International Journal of Research in Undergraduate Mathematics
Education}, publisher={Springer Science and Business Media LLC}, author={Pepin,
Birgit and Biehler, Rolf and Gueudet, Ghislaine}, year={2021}, pages={163–188}
}'
chicago: 'Pepin, Birgit, Rolf Biehler, and Ghislaine Gueudet. “Mathematics in Engineering
Education: A Review of the Recent Literature with a View towards Innovative Practices.”
International Journal of Research in Undergraduate Mathematics Education
7, no. 2 (2021): 163–88. https://doi.org/10.1007/s40753-021-00139-8.'
ieee: 'B. Pepin, R. Biehler, and G. Gueudet, “Mathematics in Engineering Education:
a Review of the Recent Literature with a View towards Innovative Practices,” International
Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2,
pp. 163–188, 2021, doi: 10.1007/s40753-021-00139-8.'
mla: 'Pepin, Birgit, et al. “Mathematics in Engineering Education: A Review of the
Recent Literature with a View towards Innovative Practices.” International
Journal of Research in Undergraduate Mathematics Education, vol. 7, no. 2,
Springer Science and Business Media LLC, 2021, pp. 163–88, doi:10.1007/s40753-021-00139-8.'
short: B. Pepin, R. Biehler, G. Gueudet, International Journal of Research in Undergraduate
Mathematics Education 7 (2021) 163–188.
date_created: 2023-01-10T10:43:08Z
date_updated: 2024-04-18T09:48:52Z
department:
- _id: '363'
doi: 10.1007/s40753-021-00139-8
intvolume: ' 7'
issue: '2'
keyword:
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 163-188
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
issn:
- 2198-9745
- 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Mathematics in Engineering Education: a Review of the Recent Literature with
a View towards Innovative Practices'
type: journal_article
user_id: '37888'
volume: 7
year: '2021'
...
---
_id: '35702'
abstract:
- lang: eng
text: AbstractMathematics 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.
author:
- first_name: Mirko
full_name: Schürmann, Mirko
id: '59707'
last_name: Schürmann
orcid: 0000-0003-2646-085X
- first_name: Anja
full_name: Panse, Anja
last_name: Panse
- first_name: Zain
full_name: Shaikh, Zain
last_name: Shaikh
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Niclas
full_name: Schaper, Niclas
last_name: Schaper
- first_name: Michael
full_name: Liebendörfer, Michael
id: '30933'
last_name: Liebendörfer
orcid: 0000-0001-9887-2074
- first_name: Joachim
full_name: Hilgert, Joachim
id: '220'
last_name: Hilgert
citation:
ama: Schürmann M, Panse A, Shaikh Z, et al. Consultation Phases in Mathematics Learning
and Support Centres. International Journal of Research in Undergraduate Mathematics
Education. 2021;8(1):94-120. doi:10.1007/s40753-021-00154-9
apa: Schürmann, M., Panse, A., Shaikh, Z., Biehler, R., Schaper, N., Liebendörfer,
M., & Hilgert, J. (2021). Consultation Phases in Mathematics Learning and
Support Centres. International Journal of Research in Undergraduate Mathematics
Education, 8(1), 94–120. https://doi.org/10.1007/s40753-021-00154-9
bibtex: '@article{Schürmann_Panse_Shaikh_Biehler_Schaper_Liebendörfer_Hilgert_2021,
title={Consultation Phases in Mathematics Learning and Support Centres}, volume={8},
DOI={10.1007/s40753-021-00154-9},
number={1}, journal={International Journal of Research in Undergraduate Mathematics
Education}, publisher={Springer Science and Business Media LLC}, author={Schürmann,
Mirko and Panse, Anja and Shaikh, Zain and Biehler, Rolf and Schaper, Niclas and
Liebendörfer, Michael and Hilgert, Joachim}, year={2021}, pages={94–120} }'
chicago: 'Schürmann, Mirko, Anja Panse, Zain Shaikh, Rolf Biehler, Niclas Schaper,
Michael Liebendörfer, and Joachim Hilgert. “Consultation Phases in Mathematics
Learning and Support Centres.” International Journal of Research in Undergraduate
Mathematics Education 8, no. 1 (2021): 94–120. https://doi.org/10.1007/s40753-021-00154-9.'
ieee: 'M. Schürmann et al., “Consultation Phases in Mathematics Learning
and Support Centres,” International Journal of Research in Undergraduate Mathematics
Education, vol. 8, no. 1, pp. 94–120, 2021, doi: 10.1007/s40753-021-00154-9.'
mla: Schürmann, Mirko, et al. “Consultation Phases in Mathematics Learning and Support
Centres.” International Journal of Research in Undergraduate Mathematics Education,
vol. 8, no. 1, Springer Science and Business Media LLC, 2021, pp. 94–120, doi:10.1007/s40753-021-00154-9.
short: M. Schürmann, A. Panse, Z. Shaikh, R. Biehler, N. Schaper, M. Liebendörfer,
J. Hilgert, International Journal of Research in Undergraduate Mathematics Education
8 (2021) 94–120.
date_created: 2023-01-10T09:09:23Z
date_updated: 2024-04-18T10:09:08Z
department:
- _id: '363'
- _id: '423'
- _id: '91'
- _id: '625'
doi: 10.1007/s40753-021-00154-9
intvolume: ' 8'
issue: '1'
keyword:
- Education
- Mathematics (miscellaneous)
language:
- iso: eng
page: 94-120
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
issn:
- 2198-9745
- 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Consultation Phases in Mathematics Learning and Support Centres
type: journal_article
user_id: '37888'
volume: 8
year: '2021'
...
---
_id: '56254'
author:
- first_name: Leander
full_name: Kempen, Leander
last_name: Kempen
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
citation:
ama: Kempen L, Biehler R. Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof
Course with a Focus on Generic Proofs. International Journal of Research in
Undergraduate Mathematics Education. 2018;5(1):27-55. doi:10.1007/s40753-018-0082-9
apa: Kempen, L., & Biehler, R. (2018). Pre-Service Teachers’ Benefits from an
Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs. International
Journal of Research in Undergraduate Mathematics Education, 5(1), 27–55.
https://doi.org/10.1007/s40753-018-0082-9
bibtex: '@article{Kempen_Biehler_2018, title={Pre-Service Teachers’ Benefits from
an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs}, volume={5},
DOI={10.1007/s40753-018-0082-9},
number={1}, journal={International Journal of Research in Undergraduate Mathematics
Education}, publisher={Springer Science and Business Media LLC}, author={Kempen,
Leander and Biehler, Rolf}, year={2018}, pages={27–55} }'
chicago: 'Kempen, Leander, and Rolf Biehler. “Pre-Service Teachers’ Benefits from
an Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs.” International
Journal of Research in Undergraduate Mathematics Education 5, no. 1 (2018):
27–55. https://doi.org/10.1007/s40753-018-0082-9.'
ieee: 'L. Kempen and R. Biehler, “Pre-Service Teachers’ Benefits from an Inquiry-Based
Transition-to-Proof Course with a Focus on Generic Proofs,” International Journal
of Research in Undergraduate Mathematics Education, vol. 5, no. 1, pp. 27–55,
2018, doi: 10.1007/s40753-018-0082-9.'
mla: Kempen, Leander, and Rolf Biehler. “Pre-Service Teachers’ Benefits from an
Inquiry-Based Transition-to-Proof Course with a Focus on Generic Proofs.” International
Journal of Research in Undergraduate Mathematics Education, vol. 5, no. 1,
Springer Science and Business Media LLC, 2018, pp. 27–55, doi:10.1007/s40753-018-0082-9.
short: L. Kempen, R. Biehler, International Journal of Research in Undergraduate
Mathematics Education 5 (2018) 27–55.
date_created: 2024-09-25T08:43:40Z
date_updated: 2024-09-25T08:44:10Z
department:
- _id: '363'
doi: 10.1007/s40753-018-0082-9
intvolume: ' 5'
issue: '1'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s40753-018-0082-9
page: 27-55
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
issn:
- 2198-9745
- 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: Pre-Service Teachers’ Benefits from an Inquiry-Based Transition-to-Proof Course
with a Focus on Generic Proofs
type: journal_article
user_id: '37888'
volume: 5
year: '2018'
...
---
_id: '56893'
author:
- first_name: Rolf
full_name: Biehler, Rolf
id: '16274'
last_name: Biehler
- first_name: Reinhard
full_name: Hochmuth, Reinhard
last_name: Hochmuth
citation:
ama: 'Biehler R, Hochmuth R. Oberwolfach Papers on Mathematics in Undergraduate
Study Programs: Challenges for Research. International Journal of Research
in Undergraduate Mathematics Education. 2016;3(1):1-7. doi:10.1007/s40753-016-0049-7'
apa: 'Biehler, R., & Hochmuth, R. (2016). Oberwolfach Papers on Mathematics
in Undergraduate Study Programs: Challenges for Research. International Journal
of Research in Undergraduate Mathematics Education, 3(1), 1–7. https://doi.org/10.1007/s40753-016-0049-7'
bibtex: '@article{Biehler_Hochmuth_2016, title={Oberwolfach Papers on Mathematics
in Undergraduate Study Programs: Challenges for Research}, volume={3}, DOI={10.1007/s40753-016-0049-7},
number={1}, journal={International Journal of Research in Undergraduate Mathematics
Education}, publisher={Springer Science and Business Media LLC}, author={Biehler,
Rolf and Hochmuth, Reinhard}, year={2016}, pages={1–7} }'
chicago: 'Biehler, Rolf, and Reinhard Hochmuth. “Oberwolfach Papers on Mathematics
in Undergraduate Study Programs: Challenges for Research.” International Journal
of Research in Undergraduate Mathematics Education 3, no. 1 (2016): 1–7. https://doi.org/10.1007/s40753-016-0049-7.'
ieee: 'R. Biehler and R. Hochmuth, “Oberwolfach Papers on Mathematics in Undergraduate
Study Programs: Challenges for Research,” International Journal of Research
in Undergraduate Mathematics Education, vol. 3, no. 1, pp. 1–7, 2016, doi:
10.1007/s40753-016-0049-7.'
mla: 'Biehler, Rolf, and Reinhard Hochmuth. “Oberwolfach Papers on Mathematics in
Undergraduate Study Programs: Challenges for Research.” International Journal
of Research in Undergraduate Mathematics Education, vol. 3, no. 1, Springer
Science and Business Media LLC, 2016, pp. 1–7, doi:10.1007/s40753-016-0049-7.'
short: R. Biehler, R. Hochmuth, International Journal of Research in Undergraduate
Mathematics Education 3 (2016) 1–7.
date_created: 2024-11-06T08:43:11Z
date_updated: 2024-11-06T08:43:47Z
department:
- _id: '363'
doi: 10.1007/s40753-016-0049-7
intvolume: ' 3'
issue: '1'
language:
- iso: eng
main_file_link:
- url: https://link.springer.com/article/10.1007/s40753-016-0049-7
page: 1-7
publication: International Journal of Research in Undergraduate Mathematics Education
publication_identifier:
issn:
- 2198-9745
- 2198-9753
publication_status: published
publisher: Springer Science and Business Media LLC
status: public
title: 'Oberwolfach Papers on Mathematics in Undergraduate Study Programs: Challenges
for Research'
type: journal_article
user_id: '37888'
volume: 3
year: '2016'
...