{"id":599,"date":"2025-06-05T12:22:27","date_gmt":"2025-06-05T10:22:27","guid":{"rendered":"http:\/\/blogs.sonia.de\/sefi25\/?page_id=599"},"modified":"2025-06-05T12:22:27","modified_gmt":"2025-06-05T10:22:27","slug":"a-framework-containing-learning-strategies-formative-assessment-and-problem-solving-in-math-for-engineering-students","status":"publish","type":"page","link":"https:\/\/blogs.sonia.de\/sefi25\/a-framework-containing-learning-strategies-formative-assessment-and-problem-solving-in-math-for-engineering-students\/","title":{"rendered":"A Framework containing Learning Strategies, Formative Assessment and Problem Solving in Math for Engineering Students"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><em>J\u00f6rg Kortemeyer <br><\/em>joerg.kortemeyer@tu-clausthal.de <br>Clausthal University of Technology, Germany <\/p>\n\n\n\n<h4 class=\"wp-block-heading\">Abstract<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Mathematics-intensive subjects are perceived as a significant hurdle by many engineering students at the beginning of their studies. This challenge can be attributed not only to the vast number of topics covered but also to the shift in learning approaches compared to school and the interface with engineering courses. The Department of Engineering Mathematics at TU Clausthal addresses these issues by emphasizing the correlation between academic performance and learning strategies, as highlighted by Liebend\u00f6rfer et al. (2020), already during the preparatory course. This approach aims to mitigate potential deficits arising at the beginning of studies. Factors positively correlated with academic performance include prior knowledge, frustration tolerance, and consistent practice.Simultaneously, formative assessments are conducted by regularly employing audience response systems to provide students with feedback on their learning progress. <br><br>Furthermore, the findings of my dissertation, i. e. Kortemeyer (2019), suggest opportunities to improve mathematics education. In the context of electrical engineering, the use of mathematics was found to align more closely with problem-solving in the sense of Polya (1990) rather than the modeling approach typically emphasized in German school curricula. Conventional representations, such as equivalent circuit diagrams, are used to facilitate mathematical abstraction and problem-solving. Additionally, various typical problem-solving strategies were employed, and validation steps, such as unit checks, were systematically applied during the mathematical processes. <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Keywords<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">learning strategies, formative assessment, problem solving, competencies <\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>References <\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Kortemeyer, J\u00f6rg (2019) Mathematische Kompetenzen in Ingenieur-Grundlagenf\u00e4chern &#8211; Analysen zu exemplarischen Aufgaben aus dem ersten Jahr in der Elektrotechnik. [Mathematical Competencies in Engineering Fundamentals \u2013 Analyses of Exemplary Problems from the First Year in Electrical Engineering] Springer <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Liebend\u00f6rfer, Michael et al. (2020) The Role of Learning Strategies for Performance in Mathematics Courses for Engineers. Proceedings of the Third Conference of the International Network for Didactic Research in University Mathematics (INDRUM 2020, 12-19 September 2020):238-247 <\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Polya, George (1990) How to Solve It. Penguin Books <\/p>\n<div class=\"fcbkbttn_buttons_block\" id=\"fcbkbttn_left\"><\/div>","protected":false},"excerpt":{"rendered":"<p>J\u00f6rg Kortemeyer joerg.kortemeyer@tu-clausthal.de Clausthal University of Technology, Germany Abstract Mathematics-intensive subjects are perceived as a significant hurdle by many engineering students at the beginning of their studies. This challenge can be attributed not only to the vast number of topics covered but also to the shift in learning approaches compared to school and the interface &hellip; <\/p>\n<p class=\"link-more\"><a href=\"https:\/\/blogs.sonia.de\/sefi25\/a-framework-containing-learning-strategies-formative-assessment-and-problem-solving-in-math-for-engineering-students\/\" class=\"more-link\"><span class=\"screen-reader-text\">\u201eA Framework containing Learning Strategies, Formative Assessment and Problem Solving in Math for Engineering Students\u201c <\/span>weiterlesen<\/a><\/p>\n","protected":false},"author":76,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-599","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/PfFxp7-9F","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages\/599","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/users\/76"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/comments?post=599"}],"version-history":[{"count":1,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages\/599\/revisions"}],"predecessor-version":[{"id":601,"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/pages\/599\/revisions\/601"}],"wp:attachment":[{"href":"https:\/\/blogs.sonia.de\/sefi25\/wp-json\/wp\/v2\/media?parent=599"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}