id: 06304867
dt: j
an: 2014d.00210
au: Mac an Bhaird, Ciarán; Fitzmaurice, Olivia; Ní Fhloinn, Eabhnat;
O’Sullivan, Ciarán
ti: Student non-engagement with mathematics learning supports.
so: Teach. Math. Appl. 32, No. 4, 191-205 (2013).
py: 2013
pu: Oxford University Press, Oxford; Institute of Mathematics and its
Applications (IMA), Southend-on-sea, Essex
la: EN
cc: C25 C45 B40 D35
ut: learning support; non-engagement; lack of mathematical skills; university
education
ci:
li: doi:10.1093/teamat/hrt018
ab: Summary: Large numbers of students entering higher education take some
level of mathematics as part of their degrees, and it is widely
reported that a considerable minority of these students demonstrate a
lack of the basic mathematical skills that they require to succeed. A
common response has been the establishment of mathematics learning
supports to give students the opportunity to reach the levels required.
Research has shown that in general, although the supports appear to
impact positively on students who avail of them, a significant number
of students do not engage appropriately. This article presents
preliminary findings from a national survey carried out at nine higher
education institutions in Ireland, focusing on the reasons given by
students for their lack of engagement with the extra supports. It looks
at the students’ mathematical backgrounds; the type of institution
they attend, and discusses what these students reported would encourage
them to avail of the supports.
rv: