About TUM: Junge Akademie
The TUM: Junge Akademie is a scholarship program for students from the Technical University of Munich who are interested in science and academia. Over a period of 20 months they work on their own research project in interdisciplinary teams, with the support of tutors and experienced experts.
About Us
Our shared interest in creativity and education has drawn our attention to the declining trend in the recent PISA results. We aim to address this issue on the different levels of teachers and students, in public discourse and research. We are further interested in how creativity can enhance mathematical performance.
Our Goal
Within the research project, we compare different perspectives on possible reasons for declining mathematical performance. We want to find out if the identified problems by experts and political institutions who are responsible for creating solutions align with the reality of affected students and teachers.
Summary of Research Project
Against the backdrop of the PISA 2022 results in mathematics, this qualitative study took an exploratory approach to investigate the perspectives of various stakeholders on the causes of declining performance of German students, and potential solutions. We conducted N=28 semi-structured interviews with students, teachers in training, scientists, and public figures between October 2024 and January 2025. We analyzed our data using a grounded-theory-based methodology. Furthermore, we used a situational mapping to analyze divergent perspectives among stakeholders.
Interviewees emphasized the need for more science-based decision-making and improved collaboration between teachers, scientists and policymakers. They also pointed to practical teaching content, innovative methods, and differentiated, tailored support for both high- and low-performing students as essential strategies. While public figures focused on systematic reforms, teachers and students emphasized classroom-level practical solutions. Overall, all stakeholders agreed on several levels, suggesting there is little controversy within the debate. The high interconnection between factors or a low priority may be the reason for why the problems within mathematical education persist. Building on this result, future research could try to understand the underlying barriers to the successful implementation of solutions, especially in the presence of stakeholder agreement.
Furthermore, further research on collaborative decision-making models or strategies to bridge differences in educational priorities could provide valuable insights for establishing more effective and practical solutions. Additionally, as highlighted in the PISA 2022 results, there is a noticeable gap between high and low performers. To address this imbalance, further research on assessment and teaching design as well as the development of enrichment programs for high performers would be essential to ensure their potential is nurtured alongside support for struggling students. Our findings point to a need for multi-dimensional, coordinated interventions instead of solutions at only the individual or systemic level.
This study provides an overarching understanding of the current debate on mathematics education in Germany. By bridging the gap between research and practice, it integrates diverse stakeholder perspectives on educational challenges. It points to a need for multi-dimensional, coordinated interventions.
Methods
During our project we will use an exploratory approach with a focus on individual expertise and opinions from politicians, didactics, teachers, and students. The exploratory approach used in the project constitutes three main phases:
Data collection:
Literature review and qualitative interviews are the primary research methods used for collecting data. Consultation with experts and professionals from PISA studies, IQB studies and didactics enables us to gain their insights and opinions on educational framework, mathematics curriculum, teaching methods and didactics. The public discourse and expert opinions will be cross-verified with those of students and teachers, the primary stakeholders of the education system, through individual interviews.
Data analysis:
A qualitative content analysis is used to cluster information from the literature and interviews. The obtained data allows us to identify the key arguments, actors, and evidence.
Data interpretation:
We will critically compare and assess the advantages and drawbacks of the education system, deduce possible solutions to overcome the shortcomings and promote a creative and innovative mathematical experience for students.
Results
We conducted 28 semi-structured interviews with students, teachers in training, scientists, and public figures. We used a grounded-theory-based methodology. All factors were categorized and mapped to show overlaps and connections.
The stakeholders identified problems such as outdated teaching methods, lack of practical applications, and pressure caused by overloaded curricula and understaffing. Politicians, teachers in training, and scientists agree on a pedagogically versed use of digital tools. The former two criticize the education of future teachers and the exclusion of teachers and scientists in finding solutions.
Our results indicate a shared understanding of the factors and potential solutions for the declining mathematics performance of students. Interdependencies between the factors may cause the issue to remain unsolved despite general agreement.
Team
| Abhirami Sreeprakash | (Technology of Biogenic Resources) |
| Bushra Demyati | (Civil Engineering) |
| Elke Haldmaier | (Sport Science) |
| Konstanze Maria Dietlmaier | (Health Science) |
| Lucia Arens | (Mathematics) |
| Marius Prock | (Biology) |
| Praissya Nathania | (Food Technology) |
Tutors | |
| Altan Birler | (PhD Student in Informatics) |
| Andrea Schittenhelm | (PhD Student in Sport Science) |
Supervisor | |
| Prof. Dr. Jörg Niewöhner | www.professoren.tum.de/niewoehner-joerg |