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- Tossavainen, Timo, et al.
(författare)
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University mathematics students' study habits and use of learning materials
- 2020
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Ingår i: LUMAT International Journal of Math, Science and Technology Education. - : University of Helsinki, Finland and LUMA Centre Finland. - 2323-7104. ; 8:1, s. 252-270
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we study a group (N=98) of students from two campuses of one Finnish university and their responses to a questionnaire that surveyed the respondents' study habits and how they use different kinds of learning materials in university mathematics courses. Our results show that the grades in the national matriculation exams in mathematics and mother tongue do not play a significant role in one's study habits or use of learning materials. The older students are more communicative with their teachers, whereas the younger students ask for help more often from fellow students. The sociomathematical norms that constitute the local study culture have a larger impact on the study habits and on the use of learning materials. For example, the use of videos and studying lecture materials before the lectures were clearly more usual at one campus than at the other. We also found some significant differences between the groups that are based on the study programmes. The students of mathematics without an intention to become a teacher were most traditional in their study habits, whereas the students of applied physics were most active to participate in teaching. The student teachers most often lie in the middle in the issues where the other groups differ from one another.
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| 2. |
- Viholainen, Antti, et al.
(författare)
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Epistemological beliefs, motivational values, and study habits among students of tertiary mathematics
- 2023
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Ingår i: Eurasia Journal of Mathematics, Science and Technology Education. - : Modestum Publishing Ltd. - 1305-8215 .- 1305-8223. ; 19:5
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Tidskriftsartikel (refereegranskat)abstract
- Epistemological beliefs about the nature of mathematics affect how a student perceives mathematics in general, whereas high motivation for mathematics gives an individual a personal reason to study the subject. Epistemological beliefs and achievement motives are quite stable at individual level, but previous research has shown that there are significant differences across students with respect to them. This study concerns university students from three different study programs and investigates relations between the students' epistemological beliefs, motivational values, and study habits. The data were collected using a questionnaire and consist of responses from altogether 98 students studying mathematics courses at tertiary level. The study revealed that, when students are grouped according to their study programs, their motivational values vary across these groups more than their epistemological beliefs. The stability of epistemological beliefs was also verified in this study as the strengths of the beliefs hardly correlated with the number of passed credits or self-evaluated study success. However, several sum variables representing the motivational values and epistemological beliefs seem to predict certain study habits in linear regression models. These models can help us to design the teaching of mathematics courses favouring these study habits.
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