**The transition from school to university in mathematics : Which influence do school-related variables have?** / Rach, Stefanie; Heinze, Aiso.

Research output: Contribution to journal › Journal article › Research › peer-review

Rach, S & Heinze, A 2017, 'The transition from school to university in mathematics: Which influence do school-related variables have?', *International Journal of Science and Mathematics Education*, vol. 15, no. 7, pp. 1343-1363. https://doi.org/10.1007/s10763-016-9744-8

Rach, S., & Heinze, A. (2017). The transition from school to university in mathematics: Which influence do school-related variables have? *International Journal of Science and Mathematics Education*, *15*(7), 1343-1363. https://doi.org/10.1007/s10763-016-9744-8

Rach S, Heinze A. The transition from school to university in mathematics: Which influence do school-related variables have? International Journal of Science and Mathematics Education. 2017;15(7):1343-1363. https://doi.org/10.1007/s10763-016-9744-8

@article{705cc69a3731453bbee321ab847e6da3,

title = "The transition from school to university in mathematics: Which influence do school-related variables have?",

abstract = "Particularly in mathematics, the transition from school to university often appears to be a substantial hurdle in the individual learning biography. Differences between the characters of school mathematics and scientific university mathematics as well as different demands related to the learning cultures in both institutions are discussed as possible reasons for this phenomenon. If these assumptions hold, the transition from school to university could not be considered as a continuous mathematical learning path because it would require a realignment of students{\textquoteright} learning strategies. In particular, students could no longer rely on the effective use of school-related individual resources like knowledge, interest, or self-concept. Accordingly, students would face strong challenges in mathematical learning processes at the beginning of their mathematics study at university. In this contribution, we examine these assumptions by investigating the role of individual mathematical learning prerequisites of 182 first-semester university students majoring in mathematics. In line with the assumptions, our results indicate only a marginal influence of school-related mathematical resources on the study success of the first semester. In contrast, specific precursory knowledge related to scientific mathematics and students{\textquoteright} abilities to develop adequate learning strategies turn out as main factors for a successful transition phase. Implications for the educational practice will be discussed.",

keywords = "Research in teaching and learning, Individual learning processes, Transition school – university, Role of learning prerequisites Study success, Individual learning processes, Role of learning prerequisites, Study success, Transition school – university",

author = "Stefanie Rach and Aiso Heinze",

year = "2017",

doi = "10.1007/s10763-016-9744-8",

language = "English",

volume = "15",

pages = "1343--1363",

journal = "International Journal of Science and Mathematics Education",

issn = "1573-1774",

publisher = "Springer",

number = "7",

}

TY - JOUR

T1 - The transition from school to university in mathematics

T2 - Which influence do school-related variables have?

AU - Rach, Stefanie

AU - Heinze, Aiso

PY - 2017

Y1 - 2017

N2 - Particularly in mathematics, the transition from school to university often appears to be a substantial hurdle in the individual learning biography. Differences between the characters of school mathematics and scientific university mathematics as well as different demands related to the learning cultures in both institutions are discussed as possible reasons for this phenomenon. If these assumptions hold, the transition from school to university could not be considered as a continuous mathematical learning path because it would require a realignment of students’ learning strategies. In particular, students could no longer rely on the effective use of school-related individual resources like knowledge, interest, or self-concept. Accordingly, students would face strong challenges in mathematical learning processes at the beginning of their mathematics study at university. In this contribution, we examine these assumptions by investigating the role of individual mathematical learning prerequisites of 182 first-semester university students majoring in mathematics. In line with the assumptions, our results indicate only a marginal influence of school-related mathematical resources on the study success of the first semester. In contrast, specific precursory knowledge related to scientific mathematics and students’ abilities to develop adequate learning strategies turn out as main factors for a successful transition phase. Implications for the educational practice will be discussed.

AB - Particularly in mathematics, the transition from school to university often appears to be a substantial hurdle in the individual learning biography. Differences between the characters of school mathematics and scientific university mathematics as well as different demands related to the learning cultures in both institutions are discussed as possible reasons for this phenomenon. If these assumptions hold, the transition from school to university could not be considered as a continuous mathematical learning path because it would require a realignment of students’ learning strategies. In particular, students could no longer rely on the effective use of school-related individual resources like knowledge, interest, or self-concept. Accordingly, students would face strong challenges in mathematical learning processes at the beginning of their mathematics study at university. In this contribution, we examine these assumptions by investigating the role of individual mathematical learning prerequisites of 182 first-semester university students majoring in mathematics. In line with the assumptions, our results indicate only a marginal influence of school-related mathematical resources on the study success of the first semester. In contrast, specific precursory knowledge related to scientific mathematics and students’ abilities to develop adequate learning strategies turn out as main factors for a successful transition phase. Implications for the educational practice will be discussed.

KW - Research in teaching and learning

KW - Individual learning processes

KW - Transition school – university

KW - Role of learning prerequisites Study success

KW - Individual learning processes

KW - Role of learning prerequisites

KW - Study success

KW - Transition school – university

UR - http://dx.doi.org/10.1007/s10763-016-9744-8

U2 - 10.1007/s10763-016-9744-8

DO - 10.1007/s10763-016-9744-8

M3 - Journal article

VL - 15

SP - 1343

EP - 1363

JO - International Journal of Science and Mathematics Education

JF - International Journal of Science and Mathematics Education

SN - 1573-1774

IS - 7

ER -

ID: 633341