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Study habits and attainment in undergraduate mathematics: A social network analysis

journal contribution
posted on 13.08.2018 by Lara Alcock, Paul Hernandez-Martinez, Arun Godwin Patel, David Sirl
In this article, we argue that although mathematics educators are concerned about social issues, minimal attention has been paid to student–student interactions outside the classroom. We discuss social network analysis as a methodology for studying such interactions in the context of an undergraduate course. We present results on the questions: Who studies with whom? What are students’ study habits, and are these systematically related to the habits of those with whom they interact? Do individual and collaborative study habits predict attainment? We discuss the implications of these findings for research on undergraduate learning and on social issues in mathematics education, suggesting that social network analysis may provide a bridge between mathematics education researchers who focus on cognitive and on social issues.

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Journal for Research in Mathematics Education

Volume

51

Issue

1

Pages

26 - 49

Citation

ALCOCK, L. ... et al., 2020. Study habits and attainment in undergraduate mathematics: A social network analysis. Journal for Research in Mathematics Education, 51 (1), pp.26-49.

Publisher

National Council of Teachers of Mathematics

Version

AM (Accepted Manuscript)

Publisher statement

This work is made available according to the conditions of the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0) licence. Full details of this licence are available at: https://creativecommons.org/licenses/by-nc-nd/4.0/

Acceptance date

25/07/2018

Publication date

2020-01-31

Notes

This paper is in closed access.

ISSN

0021-8251

eISSN

1945-2306

Language

en

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