Christian Bargetz, University of Innsbruck, Austria

Abstract

We present a strategy to improve the mathematical (or more general the scientific) communication competence of undergraduate students, which can be implemented in tutorials. This strategy consists of written elaboration of exercises on which the students get feedback, which is itemized with respect to specific competences. As a second strategy, we present the strategy of preparing a list of expected frequent errors together with the students. We report on the implementation of these strategies and their evaluation with a multi-perspective study design. We discuss some problems arising during the implementation and possible solutions.

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