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Obtaining learning independence and academic success through self-assessment and referral to a Mathematics Learning Centre

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Globally, universities are striving to increase enrolment rates, especially for low socioeconomic status and mature-aged students. In order to meet these targets, universities are accepting a broader range of students, often resulting in a widening mathematical knowledge gap between secondary school and university (Hoyles, Newman & Noss, 2001). Therefore, even amid the growing trend of scaling back services, there exists a need for extra learning support in mathematics. Mathematics support services are recognised as vital in assisting students to both bridge the knowledge gap and become independent learners. Through a survey of students using the Mathematics Learning Centre at Central Queensland University Australia, it was found that the implementation of scaffolding, adult learning principles and the embedding of mathematics support provides students with not only fundamental mathematical knowledge but also the skills required to become self-directed learners.

History

Volume

3

Issue

2

Start Page

21

End Page

32

Number of Pages

12

ISSN

1838-2959

Location

Australia

Publisher

QUT

Language

en-aus

Peer Reviewed

Yes

Open Access

Yes

External Author Affiliations

Academic Learning Services; Learning and Teaching Education Research Centre (LTERC);

Era Eligible

Yes

Journal

International journal of the first year in higher education.