Exit Interviews: Undergraduates Who Leave Mathematics behind

Autor/inn/en	Ward-Penny, Robert; Johnston-Wilder, Sue; Lee, Clare
Titel	Exit Interviews: Undergraduates Who Leave Mathematics behind
Quelle	In: For the Learning of Mathematics, 31 (2011) 2, S.21-26 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0228-0671
Schlagwörter	Learning Strategies; Interviews; Mathematics Education; Student Attitudes; Educational Strategies; Instructional Effectiveness; Undergraduate Students; College Seniors + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Interviewing; Interviewtechnik; Mathematische Bildung; Schülerverhalten; Lehrstrategie; Unterrichtserfolg; College; Colleges; Senior; Hochschule; Fachhochschule
Abstract	It is increasingly being recognised that a significant number of able students who embark on a mathematics degree become disenchanted and move away from mathematics after graduating. This paper reports on the experiences of four such learners, exploring their mathematical trajectories against ideas in current literature. Through a consideration of their evolving agentic identities, we argue that observed difficulties arise not only out of cognitive challenges, but also from a paucity of resilient learning strategies and behaviours specific to mathematics. In this way, we offer a perspective which has relevance in preparing future students more effectively. (As Provided).
Anmerkungen	FLM Publishing Association. 382 Education South, University of Alberta, Edmonton, Alberta T6G 2G5, Canada. e-mail: flm2@ualberta.ca; Web site: http://flm.educ.ualberta.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10