Evolution of Mathematics Support Paper - final.pdf (461.45 kB)
Download fileThe evolution of mathematics support: a literature review
journal contribution
posted on 2019-08-29, 14:10 authored by Duncan Lawson, Michael Grove, Tony CroftMathematics support, the provision of additional learning opportunities to, primarily, non- mathematics specialist undergraduates has grown significantly since the early 1990s, particularly in the UK, Ireland and Australia. Alongside the growth in volume of provision, there has been a marked increase in the amount of research and scholarship relating to mathematics support that has been carried out and disseminated. This paper reviews this literature and in doing so identifies areas in which mathematics support has evolved. This evolution has taken place in response to a range of crucial changes in the external policy and general environment and, in particular, in response to the changing nature of the so-called ‘Mathematics Problem’. Key themes that emerge from the literature review, which are explored in detail, are the characteristics of students who engage with mathematics support and reasons why others do not; the role of the mathematics support tutor, who undertakes the tutoring task and how they are trained; the positioning of mathematics support within higher education structures; and the evaluation of the effectiveness of mathematics support.
History
School
- Science
Department
- Mathematics Education Centre
Published in
International Journal of Mathematical Education in Science and TechnologyVolume
51Issue
8Pages
1224 - 1254Publisher
Taylor & FrancisVersion
- AM (Accepted Manuscript)
Rights holder
© Informa UK Limited, trading as Taylor & Francis GroupPublisher statement
This is an Accepted Manuscript of an article published by Taylor & Francis in International Journal of Mathematical Education in Science and Technology on 22 September 2019, available online: http://www.tandfonline.com/10.1080/0020739X.2019.1662120.Acceptance date
2019-08-28Publication date
2019-09-22Copyright date
2019ISSN
0020-739XeISSN
1464-5211Publisher version
Language
- en