Literaturnachweis - Detailanzeige
| Autor/inn/en | Sheryn, Louise; Ell, Fiona |
|---|---|
| Titel | Teaching Undergraduate Mathematics in Interactive Groups: How Does It Fit with Students' Learning? |
| Quelle | In: International Journal of Mathematical Education in Science and Technology, 45 (2014) 6, S.863-878 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0020-739X |
| DOI | 10.1080/0020739X.2014.884647 |
| Schlagwörter | Undergraduate Students; College Mathematics; Mathematics Instruction; Student Attitudes; Qualitative Research; Group Activities; Cooperative Learning; Teaching Methods; Attitude Change; Conventional Instruction; Interaction; Teamwork; Foreign Countries; Semi Structured Interviews; Memorization; Comprehension; New Zealand |
| Abstract | Debates about how undergraduate mathematics should be taught are informed by different views of what it is to learn and to do mathematics. In this qualitative study 10 students enrolled in an advanced undergraduate course in mathematics shared their views about how they best learn mathematics. After participating in a semester-long course in combinatorics, taught using a non-traditional, formal group work approach, the 10 students shared their views about how such an approach fitted in with their experience of learning mathematics. A descriptive thematic analysis of the students' responses revealed that despite being very comfortable with the traditional approach to learning new mathematics, most students were open to a formal group work approach and could see benefits from it after their participation. The students' prior conceptions of the goal of undergraduate mathematics learning and their view of themselves as "mathematicians" framed their experience of learning mathematics in a non-traditional class. (As Provided). |
| Anmerkungen | Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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