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.

Methodology

Our project uses an exploratory approach with a focus on individual experiences and the opinions of policymakers, academics, teacher trainees, and students which is divided into three main phases:

Data Collection

Between October 2024 and January 2025, we conducted 28 semi-structured interviews with 13 students, 7 teachers in training, 5 scientists, and 3 politicians. Participants were recruited via events, our website, and direct outreach. Interviews, held in German or English either in person or via Zoom, focused on experiences with math education, teaching methods, curriculum, and policy. All participants provided written consent.

Data Analysis

Interviews were recorded, transcribed, and coded by a team of five using an inductive, grounded theory approach. Frequency analysis was used to evaluate the prominence of different topics, and the coding process was iteratively refined based on ongoing findings.

Data Interpretation

To compare and visualize stakeholder perspectives, we used situational mapping, which highlights claims, counterclaims, and justifications across groups. This approach enabled us to objectively map and compare the views of students, teachers, scientists, and policymakers, revealing key factors and differing opinions shaping mathematics education.

Results

All identified factors were categorized and presented in a situational mapping to make overlaps, gaps and connections visible.

Our interviewees identified problems such as outdated teaching methods, a lack of practical relevance and the pressure caused by overloaded curricula and staff shortages. Political actors, student teachers and academics were unanimous in their support for the use of digital tools, at least if they are pedagogically sound and targeted. Political actors and prospective teachers also criticized the current training of future teachers and the exclusion of teachers and scientists in the development of solutions.

Despite the complexity of the education system, our findings indicate a common understanding of the causes and possible solutions to the declining mathematics performance of students. Reasons for the persistent problems could be interactions between factors or low priority. As a result, despite widespread agreement, no sustainable solution has been achieved.

Team