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Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates?

Research output: Journal contributions › Journal articles › Research › peer-review

Standard

Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates? / Deeken, Christoph; Neumann, Irene; Heinze, Aiso.
In: International Journal of Research in Undergraduate Mathematics Education, Vol. 6, No. 1, 04.2020, p. 23-41.

Research output: Journal contributions › Journal articles › Research › peer-review

Harvard

Deeken, C, Neumann, I & Heinze, A 2020, 'Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates?', International Journal of Research in Undergraduate Mathematics Education, vol. 6, no. 1, pp. 23-41. https://doi.org/10.1007/s40753-019-00098-1

APA

Deeken, C., Neumann, I., & Heinze, A. (2020). Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates? International Journal of Research in Undergraduate Mathematics Education, 6(1), 23-41. https://doi.org/10.1007/s40753-019-00098-1

Vancouver

Deeken C, Neumann I, Heinze A. Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates? International Journal of Research in Undergraduate Mathematics Education. 2020 Apr;6(1):23-41. doi: 10.1007/s40753-019-00098-1

Bibtex

@article{61ad17bf4f8b45c29696204862d43618,
title = "Mathematical Prerequisites for STEM Programs: What do University Instructors Expect from New STEM Undergraduates?",
abstract = "In many countries STEM degree programs face high dropout rates, which are often attributed to insufficient mathematical preparation of incoming undergraduates. However, it is largely unclear which mathematical prerequisites universities expect from their new STEM undergraduates. There are hardly official documents and it is even an open question whether there is a consensus among university instructors. The main goal of this study is therefore to describe the expected mathematical prerequisites for new STEM undergraduates. We conducted a Delphi study with German university instructors for first semester mathematics courses in STEM programs. The participants identified 179 prerequisites addressing: (1) mathematical content, (2) mathematical processes, (3) views about the nature of mathematics, and (4) personal characteristics. For 140 of these prerequisites there was a consensus regarding their necessity among the university instructors. The expected mathematical prerequisites are mainly on a basic level and do not require formalistic or abstract mathematical knowledge or abilities.",
keywords = "New undergraduates, STEM education, School mathematics, University mathematics, Delphi study, Mathematics, Didactics of Mathematics",
author = "Christoph Deeken and Irene Neumann and Aiso Heinze",
year = "2020",
month = apr,
doi = "10.1007/s40753-019-00098-1",
language = "English",
volume = "6",
pages = "23--41",
journal = "International Journal of Research in Undergraduate Mathematics Education",
issn = "2198-9745",
publisher = "Springer Science and Business Media B.V.",
number = "1",

}

RIS

TY - JOUR

T1 - Mathematical Prerequisites for STEM Programs

T2 - What do University Instructors Expect from New STEM Undergraduates?

AU - Deeken, Christoph

AU - Neumann, Irene

AU - Heinze, Aiso

PY - 2020/4

Y1 - 2020/4

N2 - In many countries STEM degree programs face high dropout rates, which are often attributed to insufficient mathematical preparation of incoming undergraduates. However, it is largely unclear which mathematical prerequisites universities expect from their new STEM undergraduates. There are hardly official documents and it is even an open question whether there is a consensus among university instructors. The main goal of this study is therefore to describe the expected mathematical prerequisites for new STEM undergraduates. We conducted a Delphi study with German university instructors for first semester mathematics courses in STEM programs. The participants identified 179 prerequisites addressing: (1) mathematical content, (2) mathematical processes, (3) views about the nature of mathematics, and (4) personal characteristics. For 140 of these prerequisites there was a consensus regarding their necessity among the university instructors. The expected mathematical prerequisites are mainly on a basic level and do not require formalistic or abstract mathematical knowledge or abilities.

AB - In many countries STEM degree programs face high dropout rates, which are often attributed to insufficient mathematical preparation of incoming undergraduates. However, it is largely unclear which mathematical prerequisites universities expect from their new STEM undergraduates. There are hardly official documents and it is even an open question whether there is a consensus among university instructors. The main goal of this study is therefore to describe the expected mathematical prerequisites for new STEM undergraduates. We conducted a Delphi study with German university instructors for first semester mathematics courses in STEM programs. The participants identified 179 prerequisites addressing: (1) mathematical content, (2) mathematical processes, (3) views about the nature of mathematics, and (4) personal characteristics. For 140 of these prerequisites there was a consensus regarding their necessity among the university instructors. The expected mathematical prerequisites are mainly on a basic level and do not require formalistic or abstract mathematical knowledge or abilities.

KW - New undergraduates

KW - STEM education

KW - School mathematics

KW - University mathematics

KW - Delphi study

KW - Mathematics

KW - Didactics of Mathematics

U2 - 10.1007/s40753-019-00098-1

DO - 10.1007/s40753-019-00098-1

M3 - Journal articles

VL - 6

SP - 23

EP - 41

JO - International Journal of Research in Undergraduate Mathematics Education

JF - International Journal of Research in Undergraduate Mathematics Education

SN - 2198-9745

IS - 1

ER -

DOI