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ERIC Number: EJ759851
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: Author
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0268-3679
Measuring Maths Study Support
Patel, Chetna; Little, John
Teaching Mathematics and Its Applications: An International Journal of the IMA, v25 n3 p131-138 2006
This article presents evidence that maths diagnostic assessments, consequent individualized learning programmes and face-to-face maths study support can combine to significantly increase maths related module pass rates and scores for undergraduate engineering students. It is argued that simply having a quiet, relaxed, supported study area, independent of course and maths staff together with promotion of peer-learning study groups helps overcome maths anxiety and results in the tangible student benefits reported. Tutor-maintained reflective teaching logs hone teaching practice to a set of fit-for-purpose approaches, each specific to individual or small group student needs and/or particular maths modules. It is concluded that the methods discussed offer a real solution to the problem of retaining students who struggle with the maths content of their degrees.
Oxford University Press. Great Clarendon Street, Oxford, OX2 6DP, UK. Tel: +44-1865-353907; Fax: +44-1865-353485; e-mail: jnls.cust.serv@oxfordjournals.org; Web site: http://teamat.oxfordjournals.org/
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A