“That Wasn’t the Math I Wanted to do!”—Students’ Beliefs During the Transition from School to University Mathematics
It is a well-known fact that many students struggle during the transition from school to university mathematics. The aim of our quantitative study was to clarify the role of students’ beliefs concerning the nature of mathematics for a successful transition. We distinguish between static beliefs (mat...
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| Published in | International journal of science and mathematics education Vol. 19; no. 3; pp. 599 - 618 |
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| Main Authors | , |
| Format | Journal Article |
| Language | English |
| Published |
Singapore
Springer Singapore
01.03.2021
Springer Springer Nature B.V |
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| Abstract | It is a well-known fact that many students struggle during the transition from school to university mathematics. The aim of our quantitative study was to clarify the role of students’ beliefs concerning the nature of mathematics for a successful transition. We distinguish between static beliefs (mathematics as a finished system of rules, facts and formula) and dynamic beliefs (mathematics as a dynamic discipline with applications in everyday life). In particular, we examined whether first year students’ beliefs are suitable to predict students’ exam achievement and their satisfaction (as criteria for a successful transition) and how students’ beliefs develop during the transition. Therefore, we used questionnaires at the beginning and in the middle of the first term at university. Our results indicate that dynamic beliefs decrease during transition, whereas static beliefs remain rather stable. This seems problematic since dynamic beliefs turned out to negatively predict students’ dropout intention, while static beliefs are a negative predictor of students’ achievement in real analysis. Furthermore, the beliefs assessed in the middle of the term had a stronger predictive power than those at the beginning of the term. Based on these results, we discuss implications for the teaching of mathematics during the transition. |
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| AbstractList | Abstract
It is a well-known fact that many students struggle during the transition from school to university mathematics. The aim of our quantitative study was to clarify the role of students’ beliefs concerning the nature of mathematics for a successful transition. We distinguish between static beliefs (mathematics as a finished system of rules, facts and formula) and dynamic beliefs (mathematics as a dynamic discipline with applications in everyday life). In particular, we examined whether first year students’ beliefs are suitable to predict students’ exam achievement and their satisfaction (as criteria for a successful transition) and how students’ beliefs develop during the transition. Therefore, we used questionnaires at the beginning and in the middle of the first term at university. Our results indicate that dynamic beliefs decrease during transition, whereas static beliefs remain rather stable. This seems problematic since dynamic beliefs turned out to negatively predict students’ dropout intention, while static beliefs are a negative predictor of students’ achievement in real analysis. Furthermore, the beliefs assessed in the middle of the term had a stronger predictive power than those at the beginning of the term. Based on these results, we discuss implications for the teaching of mathematics during the transition. It is a well-known fact that many students struggle during the transition from school to university mathematics. The aim of our quantitative study was to clarify the role of students’ beliefs concerning the nature of mathematics for a successful transition. We distinguish between static beliefs (mathematics as a finished system of rules, facts and formula) and dynamic beliefs (mathematics as a dynamic discipline with applications in everyday life). In particular, we examined whether first year students’ beliefs are suitable to predict students’ exam achievement and their satisfaction (as criteria for a successful transition) and how students’ beliefs develop during the transition. Therefore, we used questionnaires at the beginning and in the middle of the first term at university. Our results indicate that dynamic beliefs decrease during transition, whereas static beliefs remain rather stable. This seems problematic since dynamic beliefs turned out to negatively predict students’ dropout intention, while static beliefs are a negative predictor of students’ achievement in real analysis. Furthermore, the beliefs assessed in the middle of the term had a stronger predictive power than those at the beginning of the term. Based on these results, we discuss implications for the teaching of mathematics during the transition. |
| Audience | Higher Education Postsecondary Education Secondary Education |
| Author | Rolka, Katrin Geisler, Sebastian |
| Author_xml | – sequence: 1 givenname: Sebastian surname: Geisler fullname: Geisler, Sebastian email: Sebastian.Geisler@rub.de organization: Ruhr University Bochum, Department of Mathematics – sequence: 2 givenname: Katrin surname: Rolka fullname: Rolka, Katrin organization: Ruhr University Bochum, Department of Mathematics |
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| SubjectTerms | College Freshmen College Mathematics Education Mathematical analysis Mathematics Mathematics Achievement Mathematics Education Predictor Variables Science Education Secondary School Mathematics Student Attitudes Students |
| Title | “That Wasn’t the Math I Wanted to do!”—Students’ Beliefs During the Transition from School to University Mathematics |
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