Projects
Strengthening Mathematics Pedagogy (Course Initiative 2025–27)
Mathematics courses represent a significant challenge for many students. This is well documented in both national and international research and is also reflected in informal conversations, anecdotal accounts, and the average grades and failure rates at our university. Students differ widely in their motivation, interest in mathematics, and prior knowledge. Additionally, many students are unfamiliar with academic mathematical working methods, which differ substantially from those experienced at school.
How do instructors address these challenges, and how can they be supported in strengthening their expertise in mathematics pedagogy?
A project funded by the Ministry through the performance agreement focuses on mathematics pedagogy and, in turn, on the instructors themselves. Based on their interests, needs, and available resources, a set of opportunities for reflection, professional development, and analysis will be offered to support their pedagogical development. The insights and experiences gained through this project are intended to serve as a model for future initiatives, particularly in other STEM disciplines.
A project by the Vice Rectorate for Studies and Teaching and the NAWI Faculty, in collaboration with the Center for Mathematics Didactics and the Competence Center for University Teaching.
Collegial observation involves mutual observation in teaching units, i.e. mutual visits and targeted observation, including pre- and post-discussions. It represents a low-threshold opportunity to advance one's own professional development in university teaching through joint reflection and exchange of ideas with a colleague.
The process of collegial observation is divided into three phases and will be supported by the Centre for Teaching Competence (ZLK) in the summer semester of 2026:
- a joint kick-off for all participants (12 March 2026, 1:30–3:30 p.m.),
- an observation phase organised independently by the participants during the summer semester, and
- a joint online exchange at the end of the semester (2 July 2026, 2:00–3:00 p.m.).
Further information is available on the ZLK website.
Under the direction of Gerhard Dorn, Dipl.-Ing., and Michael Fuchs, Dipl.-Ing., Dr., this workshop will focus on two things:
The first goal is to develop a differentiated and realistic understanding of the living and learning realities of future students and to derive consequences for needs-based educational offerings. Selected teaching actions, tools and didactic aids from the Unite! project "How do we teach math in Europe?" will then be presented and discussed. The aim of this phase is to critically evaluate the concepts presented and identify concrete, practicable measures that can be reasonably transferred to one's own teaching.
Led by Prof. Dr. Frank Linde, TH Köln, this workshop will take place on 6 May 2026 from 2:00 p.m. to 5:00 p.m. The target audience is mathematics teachers who teach students from different fields of study in their courses and encounter a wide range of prior mathematical knowledge and learning styles.
Details and registration can be found here.
Register to find out how mathematics can be tested in the age of AI on 27 May 2026. The workshop is aimed at teachers of mathematics. It is particularly relevant for those who want to make their exams more skills-oriented. The workshop is suitable for both experienced teachers and colleagues who are new to teaching or exam design. It is also open to anyone who would like to explore the role of AI tools in mathematics teaching examinations.