Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory

Veith JM, Bitzenbauer P, Girnat B (2022)

Publication Language: English

Publication Type: Journal article, Original article

Publication year: 2022

Journal

Education Sciences MDPI

Book Volume: 12

Article Number: 516

Journal Issue: 8

URI: https://www.mdpi.com/2227-7102/12/8/516

DOI: 10.3390/educsci12080516

Open Access Link: https://www.mdpi.com/2227-7102/12/8/516

Abstract

In an earlier contribution to Education Sciences we presented a new concept inventory to assess students’ conceptual understanding of introductory group theory—the CI2GT. This concept inventory is now leveraged in a pretest-post-test design with N = 143 pre-service teachers to enrich this body of work with quantitative results. On the one hand, our findings indicate three recurring learning difficulties which will be discussed in detail. On the other hand, we provide a summative evaluation of the Hildesheim Teaching Concept and discuss students’ learning gain in different sub-domains of group theory. Together, the results allow for an empirical perspective on educational aspects of group theory and thus bridge the gap between qualitative and quantitative research in this field which constitutes a desideratum to date. 

Authors with CRIS profile

Philipp Bitzenbauer Department Physik

Involved external institutions

Universität Hildesheim DE Germany (DE)

How to cite

APA:

Veith, J.M., Bitzenbauer, P., & Girnat, B. (2022). Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory. Education Sciences, 12(8). https://doi.org/10.3390/educsci12080516

MLA:

Veith, Joaquin M., Philipp Bitzenbauer, and Boris Girnat. "Exploring Learning Difficulties in Abstract Algebra: The Case of Group Theory." Education Sciences 12.8 (2022).

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