Introduction
Introduction

Author(s): Reinhard Hochmuth, Barbara Jaworski, Inés Gómez-Chacón
Subject(s): Higher Education , Methodology and research technology, Pedagogy
Published by: Masarykova univerzita nakladatelství
Keywords: University Mathematics teaching; IBME; PLATINUM;
Summary/Abstract: Mathematical demands in university courses represent a considerable hurdle for many students and for quite a few this is known to lead to dropping out or changing studies. But even among students who successfully pass mathematics exams, there are many who do not achieve the intended teaching goals. Instead of a reflected understanding of mathematical concepts and their internal and external mathematical use, rote learning often dominates. Concepts such as complex numbers or derivatives of functions are technically mastered, which is certainly important, but meanings that go beyond this, for example, reasoning of properties or relationships, are not acquired. If one does not want to attribute these results one-sidedly to deficits in the students, such as a lack of talent or commitment, then one must question the dominant teaching and also the prevailing examination practices.

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