Bulmer, Michael;
Rodd, Melissa;
(2005)
Technology for nurture in large undergraduate statistics classes.
International Journal of Mathematical Education in Science and Technology
, 36
(7)
pp. 779-787.
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Abstract
We report here on a practitioner study of a first year undergraduate service course that aligns a webbased, student-lecturer communication system with the mathematical curriculum. The report presents and analyses data from students and from the lecturer and outlines the nature of the technical interface. We indicate how communication of the students’ affective learning needs had a positive influence on the professional development of the lecturer himself. Furthermore, we claim that success of mathematics/statistics teaching that integrates emotional responses from learners is intimately related to the knowledge, skills, beliefs and values of the lecturer.
| Type: | Article |
|---|---|
| Title: | Technology for nurture in large undergraduate statistics classes |
| Open access status: | An open access version is available from UCL Discovery |
| Language: | English |
| Additional information: | This collaborative article arose from work on mathematics undergraduates. We worked as a practitioner (HEI mathematics teacher) and mathematics education researcher to develop ways of attending to students' afffective experience within large classes at HEI. The role of communications teachnology is central. This is an electronic version of an article published in Bulmer, M and Rodd, Melissa (2005) Technology for nurture in large undergraduate statistics classes. International Journal of Mathematical Education in Science and Technology, 36 (7). pp. 779-787. Journal of Mathematical Education in Science and Technology is available online at: http://www.informaworld.com/10.1080/00207390500270984 |
| UCL classification: | UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10004292 |
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