Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students

Research output: Contribution to journalArticleResearchpeer review

Authors

External Research Organisations

  • Paderborn University
View graph of relations

Details

Original languageEnglish
Pages (from-to)138-171
Number of pages34
JournalInternational Journal of Research in Undergraduate Mathematics Education
Volume10
Issue number1
Early online date6 Sept 2022
Publication statusPublished - 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

Cite this

Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. / Büdenbender-Kuklinski, Christiane; Hochmuth, Reinhard; Liebendörfer, Michael.
In: International Journal of Research in Undergraduate Mathematics Education, Vol. 10, No. 1, 04.2024, p. 138-171.

Research output: Contribution to journalArticleResearchpeer review

Büdenbender-Kuklinski, C, Hochmuth, R & Liebendörfer, M 2024, 'Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students', International Journal of Research in Undergraduate Mathematics Education, vol. 10, no. 1, pp. 138-171. https://doi.org/10.1007/s40753-022-00188-7
Büdenbender-Kuklinski, C., Hochmuth, R., & Liebendörfer, M. (2024). Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. International Journal of Research in Undergraduate Mathematics Education, 10(1), 138-171. https://doi.org/10.1007/s40753-022-00188-7
Büdenbender-Kuklinski C, Hochmuth R, Liebendörfer M. Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. International Journal of Research in Undergraduate Mathematics Education. 2024 Apr;10(1):138-171. Epub 2022 Sept 6. doi: 10.1007/s40753-022-00188-7
Büdenbender-Kuklinski, Christiane ; Hochmuth, Reinhard ; Liebendörfer, Michael. / Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. In: International Journal of Research in Undergraduate Mathematics Education. 2024 ; Vol. 10, No. 1. pp. 138-171.
Download
@article{a18b7a83f90141ad922d99fa10d98b40,
title = "Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students",
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{\textquoteright} 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{\textquoteright} 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",
author = "Christiane B{\"u}denbender-Kuklinski and Reinhard Hochmuth and Michael Liebend{\"o}rfer",
note = "Publisher Copyright: {\textcopyright} The Author(s) 2022.",
year = "2024",
month = apr,
doi = "10.1007/s40753-022-00188-7",
language = "English",
volume = "10",
pages = "138--171",
number = "1",

}

Download

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 -

By the same author(s)