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Promoting student engagement with mathematics support
journal contribution
posted on 2011-09-06, 11:49 authored by Ria Symonds, Duncan Lawson, Carol RobinsonThis article reports the findings of qualitative research undertaken to seek to identify
the key reasons why some students are not engaging with mathematics support
provided by Loughborough University. The research involved a number of focus
groups and ‘on the spot’ interviews with ‘non-users’ from across the campus. Barriers
identi¢ed include a lack of awareness of the location of support and a fear of
embarrassment. Further interviews were conducted with regular users of the support
in an attempt to understand how some of these barriers to usage might be overcome.
The article will discuss actions that may be taken to improve student engagement
with mathematics support and the issue of how student motivation may affect such
action.
History
School
- Science
Department
- Mathematics Education Centre
Citation
SYMONDS, R., LAWSON, D. and ROBINSON, C.L., 2008. Promoting student engagement with mathematics support. Teaching Mathematics and Its Applications, 27 (3), pp. 140-149Publisher
Oxford University Press on behalf of The Institute of Mathematics and its Applications © The AuthorVersion
- AM (Accepted Manuscript)
Publication date
2008Notes
This article was accepted for publication in the journal, Teaching Mathematics and Its Applications [Oxford University Press on behalf of The Institute of Mathematics and its Applications © The Author]. The definitive version is available at: http://teamat.oxfordjournals.org/content/27/3.tocISSN
0268-3679Publisher version
Language
- en
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