Self-concept in university mathematics courses
Résumé
Many researchers agree that mathematical self-concept is an important factor in (university) learning processes. Mathematics learning at university differs substantially from learning mathematics at school. Especially the character of the learning domain mathematics changes at the transition to university. In this contribution, we present newly developed instruments for self-concept that take the specific character of mathematics at university into account. We applied the instruments in a first-semester course with 344 students. The results of exploratory factor and correlation analyses indicates that it is possible to differentiate facets of self-concept according to different characters of the learning domain mathematics. Finally, we discuss how precise information concerning learners’ self-concept can promote to support students at this challenging transition to university.
Origine : Fichiers produits par l'(les) auteur(s)
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