IPN PhD student Dr. Birke-Johanna Weber awarded with Kiel University Faculty Prize
Dr. Birke-Johanna Weber, PhD student at the IPN, has been awarded the Faculty Prize 2022 of the Faculty of Mathematics and Natural Sciences at Kiel University (CAU) for her outstanding dissertation. Titled "The Transition from School to University. Approaches to mitigate transitional difficulties in the study entry phase of mathematical degree programs", Dr. Weber wrote her doctoral thesis on the question of how first-year students can be supported in the transition from school to mathematics degree programs at universities.
The transition from school to a course of study containing high levels of mathematics is a major challenge for many first-year students and therefore leads to comparatively high dropout rates. In her work, Birke Weber uses a model of person-environment fit in which subject-specific discrepancies between school-based and academic mathematics are framed as an explanatory factor for these challenges. She contributes to the understanding of transitional difficulties using various empirical studies and self-developed approaches to higher education teaching to their reduction. Dr. Weber places a special focus on teacher training in mathematics, as student teachers are affected twice by the discrepancies between school and academic mathematics. On the one hand, they encounter the aforementioned challenges at the beginning of their studies, as do students in other STEM programs. On the other hand, they are affected by their career goal of becoming a mathematics teacher, but also in terms of their motivation to study, since they recognize little common ground in the specialized courses on mathematics with their later career path of school mathematics.
As part of her dissertation, which she completed in the IPN Department of Mathematics Education under Prof. Dr. Anke Lindmeier and Prof. Dr. Aiso Heinze, Dr. Weber developed innovative learning opportunities (so-called "teaching tasks") and used and investigated them in courses at the Mathematics Department of Kiel University. She was able to show effects on student teachers' perception of academic dissonance in the transition from school to university in the introductory phase of their studies at Kiel University. Its results enable us to derive indications for the design and use of student teaching assignments and can be used by universities to better adapt mathematics courses to the learning situation and needs of students.
Yesterday’s award ceremony, where Kiel University President Professor Simone Fulda and Vice President Professor Ralph Schneider honored a total of 14 award winners, took place at the university's Art Hall.
