Exploring Learning Difficulties in Abstract Algebra
The Case of Group Theory
Bibliographic Data
| ID | 22045263 |
|---|---|
| Authors | Joaquin Marc Veith (0000-0002-2147-0349, University of Hildesheim, corresponding author), Philipp Bitzenbauer (0000-0001-5493-291X, Friedrich-Alexander-Universität Erlangen-Nürnberg), Boris Girnat (0000-0001-8310-7636, University of Hildesheim) |
| Year | 2022 |
| Volume | 12 |
| Issue | 8 |
| Pages | 516 |
| Publication date | 2022-07-28 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci12080516 |
| OpenAlex | W4288432561 |
| Language | EN |
| Citations received | 7 |
| References cited | 32 |
In an earlier contribution to Education Sciences we presented a new concept inventory to assess students’ conceptual understanding of introductory group theory—the CI2GT. This concept inventory is now leveraged in a pretest-post-test design with N=143 pre-service teachers to enrich this body of work with quantitative results. On the one hand, our findings indicate three recurring learning difficulties which will be discussed in detail. On the other hand, we provide a summative evaluation of the Hildesheim Teaching Concept and discuss students’ learning gain in different sub-domains of group theory. Together, the results allow for an empirical perspective on educational aspects of group theory and thus bridge the gap between qualitative and quantitative research in this field which constitutes a desideratum to date
Concept inventory · Formative assessment · Mathematics education · Pedagogy · Pure mathematics · Summative assessment · Computer Science · Innovative Teaching and Learning Methods · Mathematics · Mathematics Education and Teaching Techniques · Psychology · Science Education and Pedagogy · Artificial Intelligence
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| Unique citing works | 7 |
|---|---|
| Citations per year | 1,75 |
| Citation span | 2022 - 2025 (4) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |