No Cover Image

Journal article 21118 views 189 downloads

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

  • 56699.pdf

    PDF | Version of Record

    © The Author(s) 2021. This is an Open Access ar ticle distributed under the terms of the Creative Commons Attribution License

    Download (290.87KB)

Check full text

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...

Full description

Published in: Teaching Mathematics and its Applications: An International Journal of the IMA
ISSN: 0268-3679 1471-6976
Published: Oxford University Press (OUP) 2022
Online Access: Check full text

URI: https://cronfa.swan.ac.uk/Record/cronfa56699
first_indexed 2021-04-19T17:03:37Z
last_indexed 2022-03-15T04:23:13Z
id cronfa56699
recordtype SURis
fullrecord <?xml version="1.0"?><rfc1807><datestamp>2022-03-14T15:01:25.6090660</datestamp><bib-version>v2</bib-version><id>56699</id><entry>2021-04-19</entry><title>Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology</title><swanseaauthors><author><sid>5b60d265a7c6fb5a6042765de6917a98</sid><ORCID/><firstname>Sofya</firstname><surname>Lyakhova</surname><name>Sofya Lyakhova</name><active>true</active><ethesisStudent>false</ethesisStudent></author></swanseaauthors><date>2021-04-19</date><deptcode>MACS</deptcode><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 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 &#x2018;tips&#x2019; 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.</abstract><type>Journal Article</type><journal>Teaching Mathematics and its Applications: An International Journal of the IMA</journal><volume>41</volume><journalNumber>1</journalNumber><paginationStart>51</paginationStart><paginationEnd>68</paginationEnd><publisher>Oxford University Press (OUP)</publisher><placeOfPublication/><isbnPrint/><isbnElectronic/><issnPrint>0268-3679</issnPrint><issnElectronic>1471-6976</issnElectronic><keywords/><publishedDay>1</publishedDay><publishedMonth>3</publishedMonth><publishedYear>2022</publishedYear><publishedDate>2022-03-01</publishedDate><doi>10.1093/teamat/hrab005</doi><url/><notes/><college>COLLEGE NANME</college><department>Mathematics and Computer Science School</department><CollegeCode>COLLEGE CODE</CollegeCode><DepartmentCode>MACS</DepartmentCode><institution>Swansea University</institution><apcterm/><lastEdited>2022-03-14T15:01:25.6090660</lastEdited><Created>2021-04-19T18:00:40.6060148</Created><path><level id="1">Faculty of Science and Engineering</level><level id="2">School of Mathematics and Computer Science - Mathematics</level></path><authors><author><firstname>Sofya</firstname><surname>Lyakhova</surname><orcid/><order>1</order></author><author><firstname>Marie</firstname><surname>Joubert</surname><order>2</order></author></authors><documents><document><filename>56699__20582__73ef28e8a9e3492bbe91b21d3283a0f2.pdf</filename><originalFilename>56699.pdf</originalFilename><uploaded>2021-08-09T15:16:40.0517078</uploaded><type>Output</type><contentLength>297855</contentLength><contentType>application/pdf</contentType><version>Version of Record</version><cronfaStatus>true</cronfaStatus><documentNotes>&#xA9; The Author(s) 2021. This is an Open Access ar ticle distributed under the terms of the Creative Commons Attribution License</documentNotes><copyrightCorrect>true</copyrightCorrect><language>eng</language><licence>http://creativecommons.org/licenses/by/4.0/</licence></document></documents><OutputDurs/></rfc1807>
spelling 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 MACS 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 and Computer Science School COLLEGE CODE MACS 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
title_short 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
title_full_unstemmed Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology
title_sort Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology
author_id_str_mv 5b60d265a7c6fb5a6042765de6917a98
author_id_fullname_str_mv 5b60d265a7c6fb5a6042765de6917a98_***_Sofya Lyakhova
author Sofya Lyakhova
author2 Sofya Lyakhova
Marie Joubert
format Journal article
container_title Teaching Mathematics and its Applications: An International Journal of the IMA
container_volume 41
container_issue 1
container_start_page 51
publishDate 2022
institution Swansea University
issn 0268-3679
1471-6976
doi_str_mv 10.1093/teamat/hrab005
publisher Oxford University Press (OUP)
college_str Faculty of Science and Engineering
hierarchytype
hierarchy_top_id facultyofscienceandengineering
hierarchy_top_title Faculty of Science and Engineering
hierarchy_parent_id facultyofscienceandengineering
hierarchy_parent_title Faculty of Science and Engineering
department_str School of Mathematics and Computer Science - Mathematics{{{_:::_}}}Faculty of Science and Engineering{{{_:::_}}}School of Mathematics and Computer Science - Mathematics
document_store_str 1
active_str 0
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.
published_date 2022-03-01T08:01:10Z
_version_ 1821391685113872384
score 11.047804

Similar Items