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Download fileObtaining learning independence and academic success through self-assessment and referral to a Mathematics Learning Centre
journal contribution
posted on 2017-12-06, 00:00 authored by Nadine AdamsNadine Adams, Clinton HayesClinton Hayes, Antony DekkersAntony Dekkers, Sherie ElliottSherie Elliott, Mary AthertonMary AthertonGlobally, 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
3Issue
2Start Page
21End Page
32Number of Pages
12ISSN
1838-2959Location
AustraliaPublisher
QUTPublisher DOI
Full Text URL
Language
en-ausPeer Reviewed
- Yes
Open Access
- Yes
External Author Affiliations
Academic Learning Services; Learning and Teaching Education Research Centre (LTERC);Era Eligible
- Yes