Problems in the transition from school to university have increasingly become a matter of scientific research in recent years. In particular, the mathematical prerequisites of first semester STEM students are considered to be of great importance. However, schools and universities mainly view these problems in the transition from their own institutional perspective. Joint approaches to solving the problems are challenging because schools do not precisely know what universities require, and universities do not know in detail what they can expect based on current school curricula. Yet, there is only in exceptional cases communication and coordination regarding this issue. We present a design-based research project that addresses this issue in one federal state. The aim of this article is generating theoretical knowledge about essential characteristics of a design solving the problem of lacking communication and coordination between schools and universities. This knowledge can be useful for others who want to adapt the design in other federal states or regions. In the presented project, we initiated cooperation processes between mathematics teachers and university instructors in Schleswig-Holstein to form a consensus regarding mathematical prerequisites for STEM studies in Schleswig-Holstein. A central means of initiating communication processes was the collective development of a catalog of tasks that illustrated the consensus in the end. We evaluated the initiation of communication processes as well as the results. We found that important requirements for successful cooperation processes between schools and universities were i.a. the explicit naming of an official reference frame, in which the discussed mathematical prerequisites can be acquired in school, as well as formal and informal opportunities for communication processes based on tangible mathematical tasks. The results of the project provide starting points for other federal states or regions to promote the coordination between schools and universities.
Translated title of the contributionMathematical prerequisites for STEM studies: What can universities demand, what should schools provide?: A design-based research project on the coordination between both institutions
Original languageGerman
JournalJournal für Mathematik-Didaktik
ISSN0173-5322
DOIs
Publication statusE-pub ahead of print - 03.08.2022
No renderer: handleNetPortal,dk.atira.pure.api.shared.model.researchoutput.ContributionToJournal

    Research areas

  • Professional competencies of pre-school and school teachers - Transition school, University, STEM, Mathematical prerequisites, Design-based research

ID: 2088180