Herausforderungen der Aufgabenbearbeitung in der Studieneingangsphase : Effekte ergänzender digitaler Aufgaben auf die Bearbeitungsprozesse von StudienanfängerInnen in der Linearen Algebra
Digital exercises are being established more and more as a supplement to beginners’ lectures in Mathematics. It is currently unclear to which didactic requirements digital tasks have to come up and for which scenarios they should be used best. For this purpose, this dissertation clarifies in a first step how students work on paper-based tasks that directly relate to the topic of linear systems of equations. For these tasks “theoretically enhanced student-expert-solutions” (TESES) according to Biehler et al. (2015) are generated and additionally the TESES-concept is expanded for the present tasks. Thus, students’ processes of exams-exercises could be categorized with the help of TESES and task-processes and error patterns could be worked out. Subsequently, in a video study, students task-processes were analyzed with similar task types, which were presented in different settings as familiar paper-based tasks as well as digital tasks. The use of analog and digital media and tools was also recorded quantitatively. In this way, differences for tasks with identical mathematical prompts and different task modalities (paper-based versus digital) could be recorded.