Change search
Link to record
Permanent link

Direct link
Bergman, Christina
Publications (1 of 1) Show all publications
Open this publication in new window or tab >>Lecture attendance is a pivotal factor for improving prospective teachers’ academic performance in Teaching and Learning Mathematics
2017 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 41, no 1, p. 1-15Article in journal (Refereed) Published
Abstract [en]

The value and importance of lectures in higher education is part of a modern education discourse worldwide. This study aims to estimate the importance of lectures for prospective teachers of kindergarten, preschool and early primary school. We analysed academic achievements of prospective teachers who had either mandatorily or voluntarily attended lectures in the subject of teaching and learning mathematics. Students’ examination grades in a maths course with mandatory or voluntary lecture attendance were analysed with a logistic model testing the association between lecture attendance requirement and grades. We show that mandatory lecture attendance (1) more than double the odds of students receiving a pass grade when their situated and tacit knowledge was examined and (2) quadrupled the odds of students achieving the highest grade (pass with distinction) when both their understanding of elementary mathematics and their situated and tacit knowledge of teaching and learning mathematics were examined. Our study provides evidence for a significant positive role of lecture attendance for students acquiring skills in Teaching and Learning Mathematics. While attending lectures students receive situated tacit knowledge of the subject which is otherwise difficult, if not impossible, for them to obtain in a different way. The observed improvement may have an additional positive effect in being a step towards overcoming a maths anxiety, which is otherwise relatively common among prospective teachers.

Place, publisher, year, edition, pages
Routledge, 2017
collective tacit knowledge, explicit knowledge, logistic model, natural sciences, situated knowledge
National Category
Educational Sciences
urn:nbn:se:sh:diva-26536 (URN)10.1080/0309877X.2014.1000277 (DOI)000396689200001 ()2-s2.0-84923273704 (Scopus ID)
The Foundation for Baltic and East European Studies
Available from: 2015-03-06 Created: 2015-03-06 Last updated: 2020-04-01Bibliographically approved

Search in DiVA

Show all publications