sh.sePublications
Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Lecture attendance is a pivotal factor for improving prospective teachers’ academic performance in Teaching and Learning Mathematics
Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Mathematics Teaching.ORCID iD: 0000-0002-1104-6392
Södertörn University, School of Culture and Education, Swedish Language.
Södertörn University, School of Natural Sciences, Technology and Environmental Studies, Environmental Science.
2017 (English)In: Journal of Further and Higher Education, ISSN 0309-877X, E-ISSN 0013-1326, Vol. 41, no 1, 1-15 p.Article 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
2017. Vol. 41, no 1, 1-15 p.
Keyword [en]
collective tacit knowledge, explicit knowledge, logistic model, natural sciences, situated knowledge
National Category
Educational Sciences
Identifiers
URN: urn:nbn:se:sh:diva-26536DOI: 10.1080/0309877X.2014.1000277Scopus ID: 2-s2.0-84923273704OAI: oai:DiVA.org:sh-26536DiVA: diva2:793065
Available from: 2015-03-06 Created: 2015-03-06 Last updated: 2017-12-04Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Authority records BETA

Alzhanova-Ericsson, Alla T.Bergman, ChristinaDinnétz, Patrik

Search in DiVA

By author/editor
Alzhanova-Ericsson, Alla T.Bergman, ChristinaDinnétz, Patrik
By organisation
Mathematics TeachingSwedish LanguageEnvironmental Science
In the same journal
Journal of Further and Higher Education
Educational Sciences

Search outside of DiVA

GoogleGoogle Scholar

doi
urn-nbn

Altmetric score

doi
urn-nbn
Total: 356 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf