Evaluating innovative measures in university mathematics. The case of affective outcomes in a lecture focused on problem-solving.

Autor/inn/en	Kuklinski, Christiane; Leis, Elena; Liebendörfer, Michael; Hochmuth, Reinhard; Biehler, Rolf; Lankeit, Elisa; Neuhaus, Silke; Schaper, Niclas; Schürmann, Mirko
Titel	Evaluating innovative measures in university mathematics. The case of affective outcomes in a lecture focused on problem-solving.
Quelle	Aus: Durand-Guerrier, Viviane (Hrsg.); Hochmuth, Reinhard (Hrsg.); Goodchild, Simon (Hrsg.); Hogstad, Ninni Marie (Hrsg.): Proceedings of INDRUM 2018. Second conference of the international network for didactic research in university mathematics. Kristiansand: University of Agder (2018) S. 527-536 PDF als Volltext kostenfreie Datei Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben
Zusatzinformation	Forschungsdaten, Studiendetails und Erhebungsinstrumente
Sprache	englisch
Dokumenttyp	online; Sammelwerksbeitrag
Schlagwörter	Evaluation; Problemlösen; Innovation; Mathematik; Mathematikunterricht; Studium; Universität; Evaluation; Problemlösen; Fachdidaktik; Affektives Lernziel; Studienanfänger; Studienanfang; Affektives Lernziel; Brückenkurs; Fachdidaktik; Mathematik; Mathematikunterricht; Mathematische Kompetenz; Studium; Universität; Übergang Schule - Hochschule; Studienanfang; Innovation; Vorkurs; Studienanfänger; Vorkurs
Abstract	The transition from high school to university mathematics has proven to be difficult for many students but especially for pre-service secondary teachers. To support these students at mastering this transition, various universities have introduced support measures of various kinds. The WiGeMath project developed a taxonomy that makes it possible to describe and compare these measures concerning their goals as well as their frame characteristics. We exemplify the use of the taxonomy in the description of one specific innovative measure that was part of the WiGeMath evaluations. Moreover, we present first results concerning the goal-fulfilment of this measure concerning affective characteristics of the student cohort and their predominant beliefs. (Orig.).
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	2022/3