Safety in numbers

Mathematics Support Centres and Their Derivatives as Social Learning Spaces

Datos Bibliográficos

ID4098352
AutoresYvette Solomon (0000-0002-2731-8380, Manchester Metropolitan University, autor de correspondencia), Tony Croft (Loughborough University), Dawn Lawson (0000-0002-6829-1444, Coventry University), Duncan Lawson
Año2010
Volumen35
Número4
Páginas421-431
Fecha de publicación2010-06-01
Peer ReviewedSí
Open AccessNo
TipoARTICLE
RevistaStudies in Higher Education (JOURNAL)
Identificadores de la revistaISSN: 0307-5079 • E-ISSN: 1470-174X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/03075070903078712
OpenAlexW2113381862
IdiomaEN
Citas recibidas4
Referencias citadas10

This article reports on data gathered from second and third year mathematics\nundergraduates at two British universities which have developed Mathematics\nSupport Centres, primarily with a view to supporting skills development for\nengineering students. However, an unforeseen consequence of the support centres\nwas the mathematics students’ colonisation of the physical space, and the\ndevelopment of group learning strategies which involve a strong community\nidentity. Drawing on a socio-cultural theoretical framework, based primarily in the\nconcept of a figured world, the article explores the students’ perceptions of\nmathematics learning and their experiences of university-level teaching, focusing\non the ways in which they collectively build images of themselves as participants\nin an undergraduate mathematics community, resourced by the physical safe spaces\nthat they have created, and which they now regard as essential sites of their learning

Geography · Higher education · Mathematics education · Pedagogy · Perception · Physical space · Political science · Sociology · Computer Science · Engineering Education and Curriculum Development · Evaluation of Teaching Practices · Mathematics · Mathematics Education and Programs · Psychology