Cognitive Levels and Approaches Taken by Students Failing Written Examinations in Mathematics

Autor/in	Roegner, Katherine
Titel	Cognitive Levels and Approaches Taken by Students Failing Written Examinations in Mathematics
Quelle	In: Teaching Mathematics and Its Applications: An International Journal of the IMA, 32 (2013) 2, S.81-87 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0268-3679
DOI	10.1093/teamat/hrt005
Schlagwörter	Cognitive Processes; Thinking Skills; At Risk Students; Engineering Education; Algebra; Foreign Countries; Problem Solving; Educational Objectives; Behavioral Objectives; Classification; Visual Aids; Higher Education; Mathematics; Technical Occupations; Tests; Homework; Germany (Berlin) + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Denkfähigkeit; Ingenieurausbildung; Ausland; Problemlösen; Educational objective; Bildungsziel; Erziehungsziel; Classification system; Klassifikation; Klassifikationssystem; Anschauungsmaterial; Hochschulbildung; Hochschulsystem; Hochschulwesen; Mathematik; Technical occupation; Technischer Beruf; Examination; Prüfung; Examen; Hausaufgabe
Abstract	A study was conducted at the Technical University Berlin involving students who twice failed the written examination in the first semester course Linear Algebra for Engineers in order to better understand the reasons behind their failure. The study considered student understanding in terms of Bloom's taxonomy and the ways in which students approached problem solving. The results indicate that students rely on lower-order thinking processes and these processes are linked to solution approaches. Thus, by investigating solution strategies in homework sets and in classwork, an instructor can easily identify students at risk of not understanding at the appropriate level. In this contribution, the study is related to the framework set forth by the European Society for Engineering Education (SEFI) Mathematics Working Group. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10