Mathematische Studierfähigkeit in MINT-Studiengängen: Inwiefern halten Expertenlehrkräfte die Erwartungen von Hochschullehrenden in der Schule für umsetzbar und realisiert?
Mathematical Readiness for STEM Degree Programs: Mathematical ReadinessTo what extent do expert teachers consider the expectations of university instructors to be feasible and implemented in schools?
Journal article › Research › Peer reviewed
Publication data
| By | Christoph Deeken, Irene Neumann, Aiso Heinze |
| Original language | German |
| Published in | Mathematica didactica, 49(1) |
| Pages | 25 |
| Editor (Publisher) | Franzbecker |
| ISSN | 0172-8407, 2750-3755, 0170-1541 |
| DOI/Link | https://doi.org/10.18716/ojs/md/2026.3112 |
| Publication status | Published – 02.2026 |
Previous studies provided a catalogue of the mathematical learning prerequisites that are regarded necessary for incoming STEM freshmen from the perspective of university instructors in Germany. The present online-study elicited 84 expert teachers’ (i.e., instructors for mathematics teacher trainees) views on how well these prerequisites 1) can be ad-dressed by school mathematics education (implemented curriculum) and 2) are present in high school graduates (realized curriculum). We found that expert teachers regarded most of the prerequisites addressable by school mathematics education. In contrast, they indicated that only a few learning prerequisites are actually met by at least 50% of the high school graduates.
