The role of affective learner characteristics for learning about abstract algebra: A multiple linear regression analysis
Joaquin Marc Veith 1 * , Boris Girnat 1, Philipp Bitzenbauer 2
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1 Mathematics Education, Institute for Mathematics and Applied Computer Science, Stiftung Universität Hildesheim, Hildesheim, GERMANY2 Physics Education, Department of Physics, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, GERMANY* Corresponding Author

Abstract

Recent research has boosted the inclusion of introductory group theory into secondary and undergraduate mathematics education due to manifold potentials, e.g., with regards to the promotion of students’ abstract thinking. However, in addition to research on cognitive processes, learners’ affective characteristics have largely remained unexplored in the context of teaching and learning group theory to date. In this paper, we contribute to closing this gap: We report on an empirical study investigating n=143 students’ affective characteristics within a two-weeks course program–the Hildesheim teaching concept. In our study, this concept was used to introduce pre-service primary teachers into group theory. A multiple linear regression analysis reveals that neither mathematics-specific ability self-concept nor subject interest are significant predictors of the achieved conceptual understanding of group theory after the intervention indicating that group theory is not reserved for only the mathematically interested students or students with a high mathematics-specific self-concept.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2157

https://doi.org/10.29333/ejmste/12417

Publication date: 31 Aug 2022

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Article Downloads: 400

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