Research in PRIME: where statistics and educational science meet.

Team: A.J. Cabo, G. Jongbloed, L. Menschaart, E. PapageorgiouN.J. van der Wal, J. Wong (TUD), R. Klaassen (TUD, 4TU.CEE), M. Baars (EUR). Advisor: M. Specht (CEL)

With every innovation in education, it is crucial to not only look at what works but also seek to understand what works for whom and how it works. A multidisciplinary team of researchers are working together to investigate interfaculty mathematics education within PRIME. The core team consists of Laura Menschaart and Elissavet Papageorgiou (PhD candidates), Nathalie van der Wal and Jacqueline Wong (Postdoctoral researchers), Annoesjka Cabo and Geurt Jongbloed (TUD), Renate Klaassen (TUD & 4TU.CEE), and Martine Baars (EUR). Together, they are conducting multiple studies to understand and enhance motivation for mathematics education as well as the transfer of knowledge from mathematics to engineering. The studies can be broadly categorized under two main lines of research. Since the research is embedded in the section Statistics of the Delft Institute of Applied Mathematics (DIAM), the statistical methods used in educational science will also be subject of research, thus providing a sound basis for the research conducted in the following two lines. Another goal is to find an answer to the question how to tackle the problem that conditions needed for statistical methods to be applied, are often not met in practice.

Lines of research: Self-Determination Theory and Self-Regulated Learning and Transfer of Learning

The first line of research builds on the Self-Determination Theory (SDT), a macro-theory of human motivation. The theory proposes that ….. (read more) 

Three basic psychological needs from the framework of Ryan and Deci’s self-determination theory adapted from Cook and Artino (2016)

The second line of research builds on the theories of self-regulated learning (SRL) and metacognition. Theories of self-regulated learning suggest that ….. (read more)

Figure 3

Three cyclical phases and processes of self-regulated learning adapted from Zimmerman and Moylan (2009)
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