Details
| Titel in Übersetzung | LimSt—A questionnaire for learning strategies in mathematics related studies |
|---|---|
| Originalsprache | Deutsch |
| Seiten (von - bis) | 25-59 |
| Seitenumfang | 35 |
| Fachzeitschrift | Journal fur Mathematik-Didaktik |
| Jahrgang | 42 |
| Ausgabenummer | 1 |
| Frühes Online-Datum | 11 Mai 2020 |
| Publikationsstatus | Veröffentlicht - März 2021 |
Abstract
Learning strategies are important in students’ learning. Several studies in tertiary mathematics education focused on learning strategies. Yet, there is no instrument that adequately covers the specialties of learning university mathematics. We present a newly developed questionnaire to fill this gap. It has been developed and validated in eight quantitative and two qualitative studies. On both scale and item level, specialties of university mathematics are taken into account. The instrument is still general in the sense that it allows to measure students’ use of learning strategies across mathematics courses of different study programs like mathematics major programs, engineering and economics, as well as teacher education.
Schlagwörter
- higher education, instrument development, Learning strategies, Questionnaire
ASJC Scopus Sachgebiete
- Mathematik (insg.)
- Sozialwissenschaften (insg.)
- Ausbildung bzw. Denomination
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in: Journal fur Mathematik-Didaktik, Jahrgang 42, Nr. 1, 03.2021, S. 25-59.
Publikation: Beitrag in Fachzeitschrift › Artikel › Forschung › Peer-Review
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TY - JOUR
T1 - LimSt – Ein Fragebogen zur Erhebung von Lernstrategien im mathematikhaltigen Studium
AU - Liebendörfer, Michael
AU - Göller, Robin
AU - Biehler, Rolf
AU - Hochmuth, Reinhard
AU - Kortemeyer, Jörg
AU - Ostsieker, Laura
AU - Rode, Jana
AU - Schaper, Niclas
PY - 2021/3
Y1 - 2021/3
N2 - Learning strategies are important in students’ learning. Several studies in tertiary mathematics education focused on learning strategies. Yet, there is no instrument that adequately covers the specialties of learning university mathematics. We present a newly developed questionnaire to fill this gap. It has been developed and validated in eight quantitative and two qualitative studies. On both scale and item level, specialties of university mathematics are taken into account. The instrument is still general in the sense that it allows to measure students’ use of learning strategies across mathematics courses of different study programs like mathematics major programs, engineering and economics, as well as teacher education.
AB - Learning strategies are important in students’ learning. Several studies in tertiary mathematics education focused on learning strategies. Yet, there is no instrument that adequately covers the specialties of learning university mathematics. We present a newly developed questionnaire to fill this gap. It has been developed and validated in eight quantitative and two qualitative studies. On both scale and item level, specialties of university mathematics are taken into account. The instrument is still general in the sense that it allows to measure students’ use of learning strategies across mathematics courses of different study programs like mathematics major programs, engineering and economics, as well as teacher education.
KW - higher education
KW - instrument development
KW - Learning strategies
KW - Questionnaire
UR - http://www.scopus.com/inward/record.url?scp=85084464180&partnerID=8YFLogxK
U2 - 10.1007/s13138-020-00167-y
DO - 10.1007/s13138-020-00167-y
M3 - Artikel
AN - SCOPUS:85084464180
VL - 42
SP - 25
EP - 59
JO - Journal fur Mathematik-Didaktik
JF - Journal fur Mathematik-Didaktik
SN - 0173-5322
IS - 1
ER -