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.