Interventions to Improve Teaching and Learning in First Year Mathematics Courses

Autor/inn/en	Engelbrecht, Johann; Harding, Ansie
Titel	Interventions to Improve Teaching and Learning in First Year Mathematics Courses
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 7, S.1046-1060 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1070441
Schlagwörter	Foreign Countries; Mathematics Instruction; College Mathematics; College Freshmen; Mathematics Achievement; Teaching Methods; Models; Success; College Readiness; Student Adjustment; Student Behavior; Learner Engagement; Student School Relationship; Academic Support Services; Concept Formation; Intervention; Curriculum Development; At Risk Students; Homework; Educational Technology; Integrated Learning Systems; Student Evaluation; Evaluation Methods; Tutoring; South Africa + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Studienanfänger; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Analogiemodell; Erfolg; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Student behaviour; Schülerverhalten; Schüler-Lehrer-Beziehung; Concept learning; Begriffsbildung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Hausaufgabe; Unterrichtsmedien; Schulnote; Studentische Bewertung; Förderkonzept; Nachhilfeunterricht; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	In keeping with the national mandate of increasing graduates in the sciences in South Africa, a concerted effort in improving the first year experience becomes imperative. First year mathematics courses commonly provide the base knowledge necessary for progression in different degree programmes at university. Success in mathematics courses influences throughputs, retention and graduation rates of various degree programmes. Due to the highly complex and integrated nature of issues pertaining to improving teaching and learning in these courses, a multi-dimensional approach was conceptualized and implemented at the University of Pretoria. This paper reports on the development of a coherent framework, and the process and strategy for improving student success through a number of teaching and learning interventions in the first year mathematics courses, addressing the different dimensions of the framework. The process embarked upon resulted in a coherent, resource-focused approach with a replicable model for similar contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01