Mathematical Prerequisites for STEM Programs: What Do University Instructors Expect from New STEM Undergraduates?

Autor/inn/en	Deeken, Christoph; Neumann, Irene; Heinze, Aiso
Titel	Mathematical Prerequisites for STEM Programs: What Do University Instructors Expect from New STEM Undergraduates?
Quelle	In: International Journal of Research in Undergraduate Mathematics Education, 6 (2020) 1, S.23-41 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neumann, Irene)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2198-9745
DOI	10.1007/s40753-019-00098-1
Schlagwörter	STEM Education; Undergraduate Students; College Readiness; Mathematics Achievement; Mathematics Skills; Knowledge Level; Mathematical Concepts; College Faculty; Teacher Attitudes; Foreign Countries; College Mathematics; Germany + Suchen Sie Ihr Suchwort? STEM; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Mathematics ability; Wissensbasis; Fakultät; Lehrerverhalten; Ausland; Deutschland
Abstract	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 whether there is a consensus among university instructors. The main goal of this study is therefore to describe the expected mathematical prerequisites for new STEM undergraduates. We conducted a Delphi study with German university instructors for first semester mathematics courses in STEM programs. The participants identified 179 prerequisites addressing: (1) mathematical content, (2) mathematical processes, (3) views about the nature of mathematics, and (4) personal characteristics. For 140 of these prerequisites there was a consensus regarding their necessity among the university instructors. The expected mathematical prerequisites are mainly on a basic level and do not require formalistic or abstract mathematical knowledge or abilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01