Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students
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Resumo
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.
Dados da obra
- Tipo
- Artigo
- Periódico
- International Journal of Research in Undergraduate Mathematics Education
- Ano
- 2024
- Idioma
- en
- Palavras-chave
- Mathematics Teachers; Preservice Teachers; Mathematics Instruction; Student Attitudes; Relevance (Education); Universities; Mathematics Education
- Temas
- Avaliação, Educação Profissional e Tecnológica, Formação de Professores de Matemática
- ISSN
- 2198-9745
- Acesso
- Metadados apenas
- Fontes
- ERIC — Education Resources Information Center
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
BÜDENBENDER-KUKLINSKI, Christiane; HOCHMUTH, Reinhard; LIEBENDÖRFER, Michael. Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students. International Journal of Research in Undergraduate Mathematics Education, 2024. Disponível em: http://dx.doi.org/10.1007/s40753-022-00188-7. Acesso em: 5 nov. 2026.
APA
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. http://dx.doi.org/10.1007/s40753-022-00188-7
BibTeX
@article{budenbenderkuklinski2024,
author = {Büdenbender-Kuklinski, Christiane and Hochmuth, Reinhard and Liebendörfer, Michael},
title = {Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students},
year = {2024},
journal = {International Journal of Research in Undergraduate Mathematics Education},
url = {http://dx.doi.org/10.1007/s40753-022-00188-7},
language = {en}
}RIS
TY - JOUR AU - Büdenbender-Kuklinski, Christiane AU - Hochmuth, Reinhard AU - Liebendörfer, Michael TI - Exploring the Perceived Relevance of University Mathematics Studies by First-Semester Teaching Students PY - 2024 JO - International Journal of Research in Undergraduate Mathematics Education UR - http://dx.doi.org/10.1007/s40753-022-00188-7 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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