Promoting student engagement with mathematics support

• Ria Symonds ^[1] ; Duncan Lawson ^[2] ; Carol Robinson ^[1]
  1. [1] Loughborough University

     Loughborough University

     Charnwood District, Reino Unido

     
  2. [2] Coventry University

     Coventry University

     Reino Unido

     
• Localización: Teaching mathematics and its applications, ISSN 0268-3679, Vol. 27, Nº. 3, 2008, págs. 140-149
• Idioma: inglés
• DOI: 10.1093/teamat/hrn011
• Texto completo no disponible (Saber más ...)
• Resumen

  • This article reports the findings of qualitative research undertaken to seek to identify the key reasons why some students are not engaging with mathematics support provided by Loughborough University. The research involved a number of focus groups and ‘on the spot’ interviews with ‘non-users’ from across the campus. Barriers identified include a lack of awareness of the location of support and a fear of embarrassment. Further interviews were conducted with regular users of the support in an attempt to understand how some of these barriers to usage might be overcome. The article will discuss actions that may be taken to improve student engagement with mathematics support and the issue of how student motivation may affect such action.