Situational interest in university mathematics courses: similar for real-world problems, calculations, and proofs?
Résumé
In the educational context where this study was conducted, the transition from school to university is associated with changes of the learning domain mathematics. In high school, solving real-world problems and performing calculations are dominating practices, whereas in university, the main focus is on proving. Successful learning processes are associated with appropriate prerequisites, e. g. interest. The question is which component of interest concerning which practice is important for successful processes. We developed an instrument to differentiate these facets of students' situational interest. A study with 339 first-semester students in mathematics partially confirms the expected factorial structure of this instrument. Precise information concern-ing learners' interest may help us to support students at this challenging transition.
Origine : Fichiers produits par l'(les) auteur(s)
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