Mathematical Study Readiness for STEM-Studies – How do Expert Mathematics Teachers Assess University Instructors' Expectations?

Inwiefern halten Expertenlehrkräfte die Erwartungen von Hochschullehrenden in der Schule für umsetzbar und realisiert?

Authors

  • Christoph Deeken
  • Irene Neumann IPN Kiel
  • Aiso Heinze

DOI:

https://doi.org/10.18716/ojs/md/2026.3112

Keywords:

transition high school-university, STEM studies, implemented curriculum, realized curriculum, mathematical learning prerequisites, teachers' views

Abstract

Previous studies provided a catalogue of the mathematical learning prerequisites that are regarded necessary for incoming STEM freshmen from the perspective of university instructors. The present study elicited 92 expert teachers’ views on how well these prerequisites 1) can be addressed by school mathematics education (implemented curriculum) and 2) are available 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 aspects are actually completely available to at least 50% of the high school graduates.

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Published

2026-02-22

Issue

Vol. 49 No. 1 (2026): Freie Beiträge

Section

Freie Beiträge

License

Copyright (c) 2026 Christoph Deeken, Irene Neumann, Aiso Heinze

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

How to Cite

Mathematical Study Readiness for STEM-Studies – How do Expert Mathematics Teachers Assess University Instructors’ Expectations? Inwiefern halten Expertenlehrkräfte die Erwartungen von Hochschullehrenden in der Schule für umsetzbar und realisiert?. (2026). Mathematica Didactica, 49(1). https://doi.org/10.18716/ojs/md/2026.3112