An innovative, technology-enhanced instructional approach to address the diverse competencies of STEM students in math classes

Abstract

The transition from secondary to higher education in mathematics raises several challenges for students of STEM (Science, Technology, Engineering, Mathematics) studies. These include amongst others different emphases and requirements and the prohibition of computer algebra systems in basic math education at universities, which leads to a high dropout rate in the first year of study. To address these challenges, a so-called three-level system was introduced at TU Wien (Vienna University of Technology) in first-year mathematics courses to support and encourage students with different levels of high school knowledge. This approach entails several requirements such as a higher correction effort which is countered by the use of an e-learning system called Möbius. It not only provides automatic grading of exercises but also individual and immediate feedback for the students. The analysis of the grade distribution of two years indicates a positive influence of the introduced three-level system on first-year STEM students.