Undergraduate Mathematics Students' Reported Use of Learning Resources towards Accessing Mathematics

Autor/inn/en	le Roux, Kate; Murugan, Jeff; Marquard, Stephen; Adams, Patrick
Titel	Undergraduate Mathematics Students' Reported Use of Learning Resources towards Accessing Mathematics
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 27 (2023) 1, S.25-35 (11 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (le Roux, Kate) ORCID (Murugan, Jeff) ORCID (Marquard, Stephen) ORCID (Adams, Patrick)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/18117295.2023.2180189
Schlagwörter	Undergraduate Students; College Mathematics; Learning Strategies; Information Sources; Lecture Method; Independent Study; Tutorial Programs; Study Habits; Informal Education; Foreign Countries; South Africa + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Information source; Informationsquelle; Selbststudium; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Study behavior; Study behaviour; Studienverhalten; Informelle Bildung; Nichtformale Bildung; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The topic of resources for learning mathematics commonly becomes of interest during times of disruption and rapid change in education. The considerable research on undergraduate mathematics students' resource use largely focuses on learning resources in the form of material technologies and texts. Concerned that contemporary decisions about resourcing for learning in mathematics may take the form of simply adding material resources, we identify the need for research that is designed around a broader notion of learning resource, and which focuses on what resources students use, as well as how they use multiple resources individually and together towards accessing mathematics. Thus, in our qualitative study of undergraduate mathematics students' resource use, we adopt a socio-cultural notion of resources as material, human, spatial, temporal and linguistic, and of resource use as transparent. We investigate six students' resource use, reported in weekly learning logs and focus group interviews. We show that students used material technologies and texts, and human and linguistic resources in three spaces -- the live lecture, informal study and tutorial -- with study time available for mathematics central to their choice of resources and how they used them. How students put these multiple resources to work (or not) towards accessing mathematics involved complex, agentic, individual work. Students' use of the lecturer's writing on the chalkboard, talk and gestures to make lecture notes in the live lecture is an example of this. Our findings offer insights into how lecturers can select learning resources, and also support students to use these towards accessing mathematics. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01