Solomon Croft Lawson REVISED.pdf (97.15 kB)
Safety in numbers: mathematics support centres and their derivatives as social learning spaces
journal contribution
posted on 2011-07-19, 10:31 authored by Yvette Solomon, Tony Croft, Duncan LawsonThis article reports on data gathered from second and third year mathematics
undergraduates at two British universities which have developed Mathematics
Support Centres, primarily with a view to supporting skills development for
engineering students. However, an unforeseen consequence of the support centres
was the mathematics students’ colonisation of the physical space, and the
development of group learning strategies which involve a strong community
identity. Drawing on a socio-cultural theoretical framework, based primarily in the
concept of a figured world, the article explores the students’ perceptions of
mathematics learning and their experiences of university-level teaching, focusing
on the ways in which they collectively build images of themselves as participants
in an undergraduate mathematics community, resourced by the physical safe spaces
that they have created, and which they now regard as essential sites of their learning.
History
School
- Science
Department
- Mathematics Education Centre
Citation
SOLOMON, Y., CROFT, T. and LAWSON, D., 2010. Safety in numbers: mathematics support centres and their derivatives as social learning spaces. Studies in Higher Education, 35 (4), pp. 421-431.Publisher
Routledge (© Society for Research into Higher Education)Version
- AM (Accepted Manuscript)
Publication date
2010Notes
This item is an electronic version of an article published in the jounal, Studies in Higher Education [© Society for Research into Higher Education]. The definitive version is available online at: www.tandfonline.comISSN
0307-5079;1470-174XPublisher version
Language
- en
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