A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance

Autor/inn/en	Jackson, Deborah C.; Johnson, Elizabeth D.
Titel	A Hybrid Model of Mathematics Support for Science Students Emphasizing Basic Skills and Discipline Relevance
Quelle	In: International Journal of Mathematical Education in Science and Technology, 44 (2013) 6, S.846-864 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2013.808769
Schlagwörter	Mathematics Skills; College Freshmen; Achievement Gains; Educational Strategies; Case Studies; Course Descriptions; Pretests Posttests; Student Participation; Self Efficacy; Outcome Measures; Student Surveys; Program Effectiveness; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Studienanfänger; Achievement gain; Leistungssteigerung; Lehrstrategie; Case study; Fallstudie; Case Study; Kursstrukturplan; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Self-efficacy; Selbstwirksamkeit; Schülerbefragung; Ausland; Australien
Abstract	The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support centre. The programme was delivered through first-year science and statistics subjects with large enrolments and focused on basic mathematical skills relevant to each science discipline. The programme offered a new approach to the traditional mathematical support centre or class. It was designed through close collaboration between science subject coordinators and the project leader, a mathematician, and includes resources relevant to science and mathematics questions written in context. Evaluation of the programme showed it improved the confidence of the participating students who found it helpful and relevant. The programme was delivered through three learning modes to allow students to select activities most suitable for them, which was appreciated by students. Mathematics skills appeared to increase following completion of the programme and student participation in the programme correlated positively and highly with academic grades in their relevant science subjects. This programme offers an alternative model for mathematics support tailored to science disciplines. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10