Taylor, Janet A. and Mohr, Joan (2001) Mathematics for math anxious students studying at a distance. Journal of Developmental Education, 25 (1). pp. 30-41. ISSN 0894-3907
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Using the framework for teaching numeracy students developed by Marr and Helme (1991) this paper presents the design of a developmental (enabling/ bridging) mathematics course from Australia which is delivered in the distance mode. The course is characterized by its student-centered, in-context approach using reflective practice techniques (diarying and essay writing). Quantitative and qualitative evaluation strategies from the study confirm the usefulness of this approach in the distance mode and suggest further that such an approach may be advantageous for particular students, especially math anxious males. Brief suggestions are made for future development of online mathematics courses.
|Item Type:||Article (Commonwealth Reporting Category C)|
|Additional Information:||Copyright of Journal of Developmental Education is the property of National Center for Developmental Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.|
|Uncontrolled Keywords:||mathematics, bridging, distance, curriculum anxiety, gender-specific anxiety|
|Fields of Research (FOR2008):||13 Education > 1302 Curriculum and Pedagogy > 130208 Mathematics and Numeracy Curriculum and Pedagogy|
|Subjects:||330000 Education > 330200 Curriculum Studies > 330202 Curriculum Studies - Mathematics Education|
|Socio-Economic Objective (SEO2008):||UNSPECIFIED|
|Deposited On:||25 Mar 2008 15:42|
|Last Modified:||09 Aug 2009 15:05|
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