The role of learning strategies for performance in mathematics courses for engineers

verfasst von

Michael Liebendörfer, Robin Göller, Lara Gildehaus, Jörg Kortemeyer, Rolf Biehler, Reinhard Hochmuth, Laura Ostsieker, Jana Rode, Niclas Schaper

Abstract

We analyse the predictive power of learning strategies for engineering students’ performance in mathematics. Learning strategies play an important role in self-regulated learning. Based on a new learning strategy questionnaire that takes into account the specifics of mathematical learning at universities, we investigated what were the strategies that correlate with performance and predict future performance. We present data of a longitudinal study with N = 361 engineering students regressing their performance on students’ use of their learning strategies as well as their prior performance. The results indicate that practicing but not repeating the content and resisting frustration predict students’ performance. We discuss the findings with a specific view on what is tested and why some elaboration strategies might not be rewarded in exams.

Organisationseinheit(en)

Institut für Didaktik der Mathematik und Physik

Externe Organisation(en)

Universität Paderborn
Leuphana Universität Lüneburg
Technische Universität Clausthal
University of Applied Sciences Frankfurt am Main

Typ

Artikel

Journal

International Journal of Mathematical Education in Science and Technology

Band

53

Seiten

1133-1152

Anzahl der Seiten

20

ISSN

0020-739X

Publikationsdatum

2022

Publikationsstatus

Veröffentlicht

Peer-reviewed

Ja

ASJC Scopus Sachgebiete

Mathematik (sonstige), Ausbildung bzw. Denomination, Angewandte Mathematik

Elektronische Version(en)

https://doi.org/10.1080/0020739X.2021.2023772 (Zugang: Geschlossen)