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Article

Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory

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Institut für Mathematik und Angewandte Informatik, Stiftungsuniversität, 31141 Hildesheim, Germany
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Physikalisches Institut, Friedrich-Alexander-Universität Erlangen-Nürnberg, 91058 Erlangen, Germany
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Author to whom correspondence should be addressed.
Academic Editors: James Albright and Fien Depaepe
Educ. Sci. 2022, 12(8), 516; https://doi.org/10.3390/educsci12080516
Received: 27 May 2022 / Revised: 4 July 2022 / Accepted: 26 July 2022 / Published: 28 July 2022
(This article belongs to the Section Higher Education)
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.
Keywords: algebra; group theory; secondary school; mathematics education algebra; group theory; secondary school; mathematics education
MDPI and ACS Style

Veith, J.M.; Bitzenbauer, P.; Girnat, B. Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory. Educ. Sci. 2022, 12, 516. https://doi.org/10.3390/educsci12080516

AMA Style

Veith JM, Bitzenbauer P, Girnat B. Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory. Education Sciences. 2022; 12(8):516. https://doi.org/10.3390/educsci12080516

Chicago/Turabian Style

Veith, Joaquin M., Philipp Bitzenbauer, and Boris Girnat. 2022. "Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory" Education Sciences 12, no. 8: 516. https://doi.org/10.3390/educsci12080516

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