Bridging the Study Gap: Provision of Support for Mathematics Students during Breaks in Study

Autor/inn/en	Pawley, Susan; Hughes, Chris
Titel	Bridging the Study Gap: Provision of Support for Mathematics Students during Breaks in Study
Quelle	In: New Directions in the Teaching of Physical Sciences, 13 (2018) 1, (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2051-3615
Schlagwörter	College Students; College Mathematics; Mathematics Instruction; Study Habits; Maintenance; Foreign Countries; Academic Persistence; Academic Support Services; Skill Development; Tutoring; Educational Technology; Technology Uses in Education; Teaching Methods; Mathematics Achievement; United Kingdom + Suchen Sie Ihr Suchwort? Collegestudent; Mathematics lessons; Mathematikunterricht; Study behavior; Study behaviour; Studienverhalten; Ausland; Kompetenzentwicklung; Qualifikationsentwicklung; Förderkonzept; Nachhilfeunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Teaching method; Lehrmethode; Unterrichtsmethode; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Großbritannien
Abstract	Many STEM subjects are strongly hierarchical: learning and progression depends upon threshold concepts and retained knowledge from previous study. To help progress learning, support can be offered during regular study periods, but what happens during breaks between studies? The requirement to provide continuity during study breaks is recognised as vital in assisting students to bridge the knowledge gap and have the best chance of success. At the Open University, we have found that over 64% of students studying one of our second level mathematics modules completed the prerequisite module over a year before starting the module. During this gap, their use of techniques required to study effectively may have become "rusty". Even students who progress immediately find there are study holes where some of the retained knowledge has been lost. We describe the creation of a 'Revise and Refresh' support program that helped our students revise and refresh the knowledge required to study our level two module successfully. (As Provided).
Anmerkungen	University of Leicester Open Journals. University of Leicester Library, University Road, Leicester LE1 7RH, UK. Tel: +44-116-252-2043; e-mail: openaccess@le.ac.uk; Web site: https://journals.le.ac.uk/ojs1/index.php/new-directions
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01