Rausenberger, Julia

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Rausenberger
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Julia
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Rausenberger, Julia

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2021 - 20232
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Typ: 04B - Beitrag Konferenzschrift ×

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    Publikation
    How do students use basic aspects of functional thinking when learning mathematics in a chemistry context?
    (European Society for Engineering Education (SEFI), 2023) Friedhoff, Lars; Roth, Jürgen; Rausenberger, Julia
    The mathematical concept of function is challenging for students in first-year undergraduate mathematics courses, especially when the concept is applied in the context of STEM courses. This difficulty is often due to a lack of conceptual understanding of functions. From a normative perspective, conceptual understanding of functions involves 1) dealing with the different representations of a function, namely table, graph, analytical term and verbal description, while 2) considering three different aspects of functions, namely correspondence, covariation and object. Previous research suggests that the covariation aspect is essential for achieving a sophisticated conceptual understanding of functions. In order to promote the conceptual understanding of functions, a digital self-learning environment was developed and implemented in the first-year basic mathematics course at the School of Life Sciences, University of Applied Sciences and Arts Northwestern Switzerland (FHNW). To facilitate the transfer of mathematical knowledge to applied STEM courses, the mathematical learning environment focuses on chemical reactions, where the concentration of the reactants is analysed. Initial findings from the qualitative content analysis show 1) how students use the different aspects of mathematical functions in the context of chemical reactions and 2) how the covariation and object aspects support students in linking the chemical context to mathematical representations.
    04B - Beitrag Konferenzschrift
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    Publikation
    How to strengthen today’s math skills of tomorrow’s engineers. Practical experiences with agile approaches to innovative university math lectures
    (Springer, 2021) Rausenberger, Julia; Gilgen, Lilian; Mülken, Oliver; Feiler, Stefanie; Burkhard, Roger; Erb, Nico; Luther, Anna; Hölscher, Meike; Bock, Silke; Pude, Frank; Hloch, Sergej; Klichová, Dagmar; Pude, Frank; Krolczyk, Grzegorz M.; Chattopadhyaya, Somnath [in: Advances in Manufacturing Engineering and Materials II. Proceedings of the International Conference on Manufacturing Engineering and Materials (ICMEM 2020), 21–25 June, 2021]
    How can math lectures within the life sciences curriculum take into account student heterogeneity in terms of prior mathematical knowledge and learn ing pace? And how can they do this while combining the achievement of learning goals with elements of agile working, such as self-organization in heterogeneous teams or promotion of creativity and motivation? At the start of our new “BSc In Life Sciences” curriculum, the focus was on two approaches to address stu dent heterogeneity – eduScrum as an undergraduate math learning framework and the qualification of highly motivated students as tutors. This paper reports on the motivation and development process to adapt teaching settings and presents first insights into the acceptance and impact of both approaches. In addition to achiev ing the learning objectives, both the eduScrum framework and the qualification of tutors promote skills such as collaboration, communication, creativity, IT skills and critical thinking - requirements that tomorrows’ employees will encounter in their carriers in the twenty-first-century.
    04B - Beitrag Konferenzschrift