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    Students’ and lecturers’ views on mathematics resources

    Ní Shé, Caitríona and Mac an Bhaird, Ciaran and Ní Fhloinn, Eabhnat and O'Shea, Ann (2017) Students’ and lecturers’ views on mathematics resources. Teaching Mathematics and its Applications, 36 (4). pp. 183-199. ISSN 0268-3679

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    There is a general agreement that many students struggle with the transition from secondary to higher education, particularly in the context of mathematics modules. Lecturers often suggest or supply supplemental resources to give students the opportunity to overcome their difficulties. In addition, students often seek out resources independently, many of which are provided through digital-age technology. Current research in this area focuses on the effectiveness of resources that mathematics educators have developed. However, it is unclear which resource types students select themselves and what specific content they seek. In addition, the type of resources that lecturers recommend to students is not well documented. In this article, we present findings from two surveys carried out in higher education institutes in Ireland: one involving students and the other involving lecturers. In particular, we focus on the resource types favoured by students and lecturers, the specific content that they relate to and the issues they seek to address.

    Item Type: Article
    Keywords: Teacher Attitudes; Higher Education; Educational Resources; Student Attitudes; Foreign Countries; Student Surveys; Instructional Material Evaluation; College Students; Content Analysis; Questionnaires; Mathematics Education; Teacher Surveys; Preferences;
    Academic Unit: Faculty of Science and Engineering > Mathematics and Statistics
    Item ID: 11622
    Identification Number:
    Depositing User: Dr. Ann O'Shea
    Date Deposited: 05 Nov 2019 16:48
    Journal or Publication Title: Teaching Mathematics and its Applications
    Publisher: Oxford University Press
    Refereed: Yes
    Use Licence: This item is available under a Creative Commons Attribution Non Commercial Share Alike Licence (CC BY-NC-SA). Details of this licence are available here

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