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RESEARCH PAPER
The role of affective learner characteristics for learning about abstract algebra: A multiple linear regression analysis
1
Mathematics Education, Institute for Mathematics and Applied Computer Science, Stiftung Universität Hildesheim, Hildesheim, GERMANY
2
Physics Education, Department of Physics, Friedrich-Alexander-Universität Erlangen-Nürnberg, Erlangen, GERMANY
Publication date: 2022-08-31
EURASIA J. Math., Sci Tech. Ed 2022;18(10):em2157
KEYWORDS
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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| eISSN: | 1305-8223 |
| ISSN: | 1305-8215 |
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