Analog and Digital Mentoring in Mathematics Education: Effects on Participation, Exam Success, and Cohort Variability

DOI

10.2991/978-94-6239-705-7_17How to use a DOI?

Keywords

Mathematics Education; Formative Assessment; Digital Learning Environments; Student Engagement; Blended Instructional Design

Abstract

This study investigates the long-term effects of analog and digital mentoring formats on undergraduate mathematics exam performance. Based on a dataset of 489 students across six semesters, the results confirm that prior domain knowledge is the strongest predictor of exam success in first-year mathematics courses, while structured learning formats and mentoring exert a moderate, indirect influence. The study’s novelty lies in its systematic analysis of how digital mentoring practices are sustained beyond the project phase, with particular attention to their support intensity. The findings underline the need for sustainable, adaptive support concepts in mathematics education.

Copyright

© 2026 The Author(s)

Open Access

Open Access This chapter is licensed under the terms of the Creative Commons Attribution-NonCommercial 4.0 International License (http://creativecommons.org/licenses/by-nc/4.0/), which permits any noncommercial use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license and indicate if changes were made.

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TY  - CONF
AU  - Miriam Weigel
AU  - Reinhold Hübl
AU  - David Obermayr
AU  - Marc Peterfi
PY  - 2026
DA  - 2026/06/13
TI  - Analog and Digital Mentoring in Mathematics Education: Effects on Participation, Exam Success, and Cohort Variability
BT  - Proceedings of the FIREtalk Conference - Research on FIRE! (research-on-fire 2025)
PB  - Atlantis Press
SP  - 242
EP  - 253
SN  - 2352-5398
UR  - https://doi.org/10.2991/978-94-6239-705-7_17
DO  - 10.2991/978-94-6239-705-7_17
ID  - Weigel2026
ER  -