Mathematics learning support centres in Germany—an overview

IF 1.1 Q3 EDUCATION & EDUCATIONAL RESEARCH Teaching Mathematics and Its Applications Pub Date : 2020-08-01 DOI:10.1093/teamat/hraa007
Mirko Schürmann;Lara Gildehaus;Michael Liebendörfer;Niclas Schaper;Rolf Biehler;Reinhard Hochmuth;Christiane Kuklinski;Elisa Lankeit
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引用次数: 14

Abstract

Mathematics learning support centres (MLSC) are widely established and evaluated in English-speaking countries (such as the UK, Ireland and Australia). In most of these countries, several national surveys on MLSCs exist. They give an overview of the number of MLSCs as well as their characteristics in these countries. In Germany, there is a lack of studies on MLSCs and the landscape of MLSCs has not been described yet. This article presents basic information concerning counts of MLSCs and their characteristics at universities. Based on a three-step approach of analysing university homepages and additional personal contact via email or phone calls, we gathered typical MLSC features (e.g. staff quantities and qualification, opening and support hours, supported study programmes). We analysed 190 universities from a web-based register on study programmes. In total, we found 61 MLSCs located at 51 German universities. Another 16 support centres were specialized on mathematics didactics, which means they focussed on didactical and methodological support for preservice teacher students and often provided different teaching materials. Thirty-eight centres were located at universities (62.3%) and 23 MLSCs at universities of applied sciences and comparable universities (37.7%). The MLSCs were different in their sizes of staff and opening hours, and both the numbers of staff and the service hours differed greatly. The student groups MLSCs at German universities focus on differ concerning characteristics like study programme or semester. We will provide the main categories describing these groups. We seek to answer research questions concerning the characteristics of MLSCs in Germany and discuss the results compared to international findings. This information is useful for further international collaborative research, for example a standardized international survey. From a national perspective, these findings support networking and collaborations between the MLSCs as well. As some German MLSCs are facing financial cuts, these results might help in gaining additional funding.
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德国数学学习支持中心综述
数学学习支持中心(MLSC)在英语国家(如英国、爱尔兰和澳大利亚)广泛建立和评估。在这些国家中的大多数国家,都有一些关于MLSC的全国性调查。他们概述了MLSC的数量及其在这些国家的特点。在德国,缺乏对MLSC的研究,MLSC的前景也尚未描述。本文介绍了高校MLSC数量及其特点的基本情况。基于分析大学主页和通过电子邮件或电话进行额外个人联系的三步方法,我们收集了MLSC的典型特征(如员工数量和资格、开放时间和支持时间、支持的学习计划)。我们分析了190所基于网络的学习计划注册大学。我们总共在51所德国大学中发现了61所MLSC。另外16个支持中心专门从事数学教学,这意味着他们专注于为职前教师学生提供教学和方法支持,并经常提供不同的教材。38个中心位于大学(62.3%),23个MLSC位于应用科学大学和类似大学(37.7%)。MLSC的工作人员规模和开放时间不同,工作人员数量和服务时间差异很大。德国大学的学生团体MLSC关注不同的学习计划或学期等特点。我们将提供描述这些群体的主要类别。我们试图回答有关德国MLSC特征的研究问题,并与国际研究结果进行比较。这些信息有助于进一步的国际合作研究,例如标准化的国际调查。从国家的角度来看,这些发现也支持MLSC之间的网络和合作。由于一些德国MLSC面临财政削减,这些结果可能有助于获得额外资金。
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来源期刊
Teaching Mathematics and Its Applications
Teaching Mathematics and Its Applications EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.40
自引率
25.00%
发文量
24
期刊介绍: The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal"s readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.
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