For many maths education students the transition from school to university is difficult. The links with school mathematics very often are not depicted explicitly. This implies that many maths education students do not see the significance of higher mathematical education for their occupational future.
Another problem is the lacking linking-up of the contents of the first mathematics lectures in the students’ minds. In their first year, it is mandatory for maths education students to attend the lectures Linear Algebra 1 and 2 and Analysis 1 and 2. To gain a deep understanding of the contents, it is important to discern the connecting factors and interdependencies between these topics.
Within this doctoral research project, a course “Hands-on Differential Geometry” will be developed. This course is designed to stimulate a positive change on all three issues. As far as the contents are concerned, the course is an introduction to differential geometry. Differential geometry is at the junction of different mathematical and non-mathematical fields, such as Linear Algebra, Analysis, geometry, general relativity, cartography/geodesy, and industrial design.
In short, I would like to
- find out how to link different first year lectures in students‘ mind,
- let students see connections between school and university maths, and
- try to reach these goals by hands-on courses on differential geometry.
Intersection 1: Learning Processes and Outcomes
|since 04/2017|| |
PhD candidate at the LEAD Graduate School & Research Network
|since 11/2016||Member of the project "Structural Models in the Introductory Studies Phase"|
|since 10/2016||PhD candidate at the University of Tübingen|
|07/2016||M.Sc. in Mathematics at the University of Tübingen|
|09/2014- 01/2015|| |
Semester abroad at the University of Ghent
|09/2013||B.Sc. in Mathematics at the University of Tübingen|
|2010-2016||Study of mathematics at the University of Tübingen|