Details
| Original language | English |
|---|---|
| Pages (from-to) | 138-171 |
| Number of pages | 34 |
| Journal | International Journal of Research in Undergraduate Mathematics Education |
| Volume | 10 |
| Issue number | 1 |
| Early online date | 6 Sept 2022 |
| Publication status | Published - Apr 2024 |
Abstract
As earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well.
Keywords
- Cluster analysis, Mathematics teacher education, Relevance model, Secondary-tertiary transition, Study satisfaction, Support measures
ASJC Scopus subject areas
- Mathematics(all)
- Mathematics (miscellaneous)
- Social Sciences(all)
- Education
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In: International Journal of Research in Undergraduate Mathematics Education, Vol. 10, No. 1, 04.2024, p. 138-171.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students
AU - Büdenbender-Kuklinski, Christiane
AU - Hochmuth, Reinhard
AU - Liebendörfer, Michael
N1 - Publisher Copyright: © The Author(s) 2022.
PY - 2024/4
Y1 - 2024/4
N2 - As earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well.
AB - As earlier research results suggest that many mathematics teaching students criticize a missing relevance in their studies, we explore explanations and interrelationships of their relevance assessments. We aim at finding out how one could support the students in attributing relevance to their study programs. A two-fold model for relevance assessments in mathematics teacher education is proposed, consisting of relevance content and relevance reasons. We investigate students' relevance perceptions of mathematical topics and of topics’ complexities, as well as their rating of individual and societal/ vocational relevance reasons, all in relation to their perception of the relevance of their overall program of study. Contrary to earlier research findings, our results suggest that mathematics teaching students already do attribute relevance to many content areas and that a preparation for the teaching profession is not the only reason for them to assign relevance. There also seem to be many students who would attribute relevance if they could develop as individuals and pursue their interests. We suggest that giving students opportunities to set individual priorities in their studies could hence support their relevance assessments. As low relevance assessments seem to be connected to students’ motivational problems, students might profit from motivational support, as well.
KW - Cluster analysis
KW - Mathematics teacher education
KW - Relevance model
KW - Secondary-tertiary transition
KW - Study satisfaction
KW - Support measures
UR - http://www.scopus.com/inward/record.url?scp=85137785840&partnerID=8YFLogxK
U2 - 10.1007/s40753-022-00188-7
DO - 10.1007/s40753-022-00188-7
M3 - Article
AN - SCOPUS:85137785840
VL - 10
SP - 138
EP - 171
JO - International Journal of Research in Undergraduate Mathematics Education
JF - International Journal of Research in Undergraduate Mathematics Education
IS - 1
ER -