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Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology
Sofya Lyakhova,
Marie Joubert
Teaching Mathematics and its Applications: An International Journal of the IMA, Volume: 41, Issue: 1, Pages: 51 - 68
Swansea University Author: Sofya Lyakhova
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DOI (Published version): 10.1093/teamat/hrab005
Abstract
This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experien...
| Published in: | Teaching Mathematics and its Applications: An International Journal of the IMA |
|---|---|
| ISSN: | 0268-3679 1471-6976 |
| Published: |
Oxford University Press (OUP)
2022
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| URI: | https://cronfa.swan.ac.uk/Record/cronfa56699 |
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2022-03-14T15:01:25.6090660 v2 56699 2021-04-19 Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology 5b60d265a7c6fb5a6042765de6917a98 Sofya Lyakhova Sofya Lyakhova true false 2021-04-19 SMA This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more generally, to negotiate a place of alternative forms of delivery in post-16 mathematics curriculum. Sixteen students, eight of whom studied through the online course, were interviewed; overall, although they found the course challenging both in terms of the content and relatively limited teaching time, they enjoyed it and appeared to perceive benefits from taking the course. Most volunteered ‘tips’ about coping with the challenges of the course and the tips can be seen as strategies of self-regulation. Self-regulation strategies were reported more strongly by the students taking the course online than those attending face-to-face classes. In view of the evidence of technology creating new learning environments perceived as advantageous by students, it is hypothesized that introducing blended learning as part of post-16 mathematics curriculum could be beneficial. Improving learner self-regulation is discussed as means of improving access to FM. Other findings included the importance of support from peers, parents and schools and gender differences. Journal Article Teaching Mathematics and its Applications: An International Journal of the IMA 41 1 51 68 Oxford University Press (OUP) 0268-3679 1471-6976 1 3 2022 2022-03-01 10.1093/teamat/hrab005 COLLEGE NANME Mathematics COLLEGE CODE SMA Swansea University 2022-03-14T15:01:25.6090660 2021-04-19T18:00:40.6060148 Faculty of Science and Engineering School of Mathematics and Computer Science - Mathematics Sofya Lyakhova 1 Marie Joubert 2 56699__20582__73ef28e8a9e3492bbe91b21d3283a0f2.pdf 56699.pdf 2021-08-09T15:16:40.0517078 Output 297855 application/pdf Version of Record true © The Author(s) 2021. This is an Open Access ar ticle distributed under the terms of the Creative Commons Attribution License true eng http://creativecommons.org/licenses/by/4.0/ |
| title |
Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology |
| spellingShingle |
Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology Sofya Lyakhova |
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Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology |
| title_full |
Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology |
| title_fullStr |
Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology |
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Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology |
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Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology |
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5b60d265a7c6fb5a6042765de6917a98_***_Sofya Lyakhova |
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Sofya Lyakhova |
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Sofya Lyakhova Marie Joubert |
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Teaching Mathematics and its Applications: An International Journal of the IMA |
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2022 |
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10.1093/teamat/hrab005 |
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Oxford University Press (OUP) |
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| description |
This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more generally, to negotiate a place of alternative forms of delivery in post-16 mathematics curriculum. Sixteen students, eight of whom studied through the online course, were interviewed; overall, although they found the course challenging both in terms of the content and relatively limited teaching time, they enjoyed it and appeared to perceive benefits from taking the course. Most volunteered ‘tips’ about coping with the challenges of the course and the tips can be seen as strategies of self-regulation. Self-regulation strategies were reported more strongly by the students taking the course online than those attending face-to-face classes. In view of the evidence of technology creating new learning environments perceived as advantageous by students, it is hypothesized that introducing blended learning as part of post-16 mathematics curriculum could be beneficial. Improving learner self-regulation is discussed as means of improving access to FM. Other findings included the importance of support from peers, parents and schools and gender differences. |
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2022-03-01T04:11:51Z |
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11.013686 |