Mathe – nein danke? Interesse, Beliefs und Lernstrategien im Mathematikstudium bei Grundschullehramtsstudierenden mit Pflichtfach

“That Wasn’t the Math I Wanted to do!”—Students’ Beliefs During the Transition from School to University Mathematics

“…Due to the fact that recent studies provided inconsistent results (e.g. Kuklinski et al, 2018;Kolter et al, 2016), we have no special hypothesis concerning the overall development of students' beliefs during the first term, but since beliefs are rather stable, we expect only small or medium effects. To the best of our knowledge, there is currently no quantitative study examining differences in the development of beliefs between different groups of university students during the transition from school to university.…”

“…With regard to the development of students' beliefs, previous studies have reported inconsistent results (e.g. Kolter et al, 2016;Kuklinski et al, 2018). Our results show that dynamic beliefs decrease during the first term at university, which supports the findings of Kolter et al (2016).…”

“…Recent studies have shown that students' beliefs can change within the first year at university (Kolter et al, 2016). However, we argue that in order to better understand students' problems during the transition, it is of great interest to find out whether there are differences in this development between rather successful and unsuccessful students.…”

“…Indeed, dynamic beliefs seem to have a positive influence during the transition, since they positively correlate with interest in mathematics during the first year at university (Kolter, Liebendörfer & Schukajlow, 2016;Liebendörfer & Schukajlow, 2017). Qualitative approaches have raised the hypothesis that static beliefs seem to result in less interest in university mathematics (e.g.…”

“…Indeed, Kolter et al (2016) showed that dynamic beliefs held by elementary preservice teachers decreased during the first term at university while their static beliefs increased slightly. In a mathematics course with secondary pre-service teachers, Kuklinski et al (2018) found no changes in students' dynamic beliefs during the first term at university and only a weak decrease of their consent to static beliefs, but here, increasing students' dynamic beliefs was a clearly stated goal of the university teacher.…”