In this study we use a case study approach to investigate what kinds of resources were self-reported to have been selected by students working on their Challenge-Based bachelor end projects, and how they used and orchestrated these resources. In a previous study, we had explored students’ use of resources and their Actual Student Study Paths in Calculus and Linear Algebra courses (Pepin and Kock 2019); in this study we turned to students working on their Challenge-Based bachelor end projects. Results show that the students working on Challenge-Based projects used resources outside the realm of curriculum resources offered to them in traditional courses, and the Actual Student Study Paths were iterative. We contend that ‘linear’ study paths (found e.g. in traditionally taught Linear Algebra courses) appeared to have been beneficial for students for studying particular mathematical content, which they needed for solving open challenges. In the Challenge-Based projects, the crucial resource emerged to be the tutor. We claim that this has implications for the introduction of a more Challenge-Based curriculum, where such projects would be the norm, both in terms of the professionalization of university teachers (who coach students through such projects), and for the education of students who opt for such projects: teachers have to be supported to develop as appropriate coaches in such complex environments; students have to become self-directed learners, and need to be supported with challenged-based trained coaches and teachers, in addition to be provided with suitable curricular, technological, and social resources.

在本研究中，我们使用案例研究方法来调查从事基于挑战的学士学位期末项目的学生选择了哪些自我报告的资源，以及他们如何使用和编排这些资源。在之前的研究中，我们在微积分和线性代数课程中探索了学生对资源的使用及其实际学生的学习路径（Pepin和Kock 2019）; 在这项研究中，我们转向致力于基于挑战的单身汉最终项目的学生。结果表明，从事基于挑战的项目的学生使用的资源超出了传统课程中提供给他们的课程资源范围，并且“实际学生学习路径”是迭代的。我们认为“线性”学习路径（例如 在传统的线性代数课程中）似乎对学生学习特殊的数学内容很有帮助，这是他们解决开放挑战所必需的。在基于挑战的项目中，至关重要的资源成为了辅导老师。我们认为，这对引入更具挑战性的课程具有影响，在大学教师（通过此类项目指导学生的专业化）方面，以此类项目为标准的项目，以及对从事此类项目的学生的教育选择这样的项目：在这样复杂的环境中，必须支持教师发展为适当的教练；学生必须成为自学成才的学习者，除了需要提供适当的课程，技术，