Education statistics

Statistical methods in education provide a possiblity to improve and strengthen students' ability to learn and effectively apply the gained knowledge. Here two lines of research are conducted Self-Determination Theory (macrotheory of human motivation) and Self-Regulated Learning (metacognition). A multidisciplinary team of researchers is working together to investigate interfaculty mathematics education within PRIME (PRogramme of Innovation in Mathematics Education).

Researchers

Prof.dr. A.J. (Annoesjka) Cabo

Key Publications

2023 - Jacqueline Wong, Elli Papageorgiou, Renate Klaassen, Natalie Van der Wal, Laura Menschaart, Annoesjka Cabo

Research on mathematical competencies in engineering education: where are we now?

In tertiary mathematics education for engineers (hereafter called service mathematics education, SME), there is a long-lasting controversy on what and how to teach. The goal of SME is to provide a base for engineering-specific courses and to develop mathematical competencies needed for academic success and professional practice. A leading question in engineering education is how to take mathematical competencies into account when designing content. Mathematical competencies are employed to understand, judge, do, and use mathematics in a variety of mathematical contexts and situations in which mathematics could play a role [1]. Although mathematical competencies have been introduced for about two decades, Alpers [2] noted that research in engineering higher education had focused chiefly on the modelling competency and less on other competencies. By means of a scoping review, the current study aims to examine how mathematical competencies are investigated in higher education research. The main research question is “To what extent and in what ways have mathematical competencies been examined in higher engineering education research?” Papers were retrieved and qualitatively reviewed using the Preferred Reporting Items for Systematic Reviews and Meta- Analyses (PRISMA) guidelines. A systematic search yielded 166 records, of which, 65 unique records were relevant to engineering education and screened for eligibility. A synthesis of 23 studies reviewed showed that problem-solving and modelling were the most investigated mathematical competencies and were often investigated together or with other mathematical competencies. The inconsistencies in the terminologies used suggest a need for clearer conceptualizations to advance research and inform practice on mathematical competencies.

2018 - Annoesjka Cabo, Renate Klaassen

Active learning in redesigning mathematics courses for engineering students

“Prepare, Participate, Practice”: active learning in designing basic maths courses for engineering students at TU Delft works! The PRoject Innovation Mathematics Education (PRIME) at Delft University of Technology (TU Delft) is all about redesigning mathematics courses for engineers. This paper describes the process of developing, implementing, evaluating and implementing again of three basic courses at TU Delft using a blended learning approach developed by a growing team of teachers from the mathematics department. Our findings suggest that the approach taken enhances students’ learning performance in maths education. The main results show that students have a more active learning experience compared to the traditional setup of these courses, leading to more engagement, more interaction and better results. An important role is played by meaningful examples taken from the engineering faculty where the students are studying, showing students from that faculty what role the mathematics play in their field of interest. This is also used to develop their skills in mathematical modelling.

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