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Raising Aspirations Using Elements of Team-Based Learning in Mathematics: A Pilot Study

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Title: Raising Aspirations Using Elements of Team-Based Learning in Mathematics: A Pilot Study
Language: English
Authors: Naughton, L. (ORCID 0000-0003-2376-8744), Butler, R., Parkes, A., Wilson, P., Gascoyne, A.
Source: International Journal of Mathematical Education in Science and Technology. 2021 52(10):1491-1507.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2021
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Cooperative Learning, Mathematics Instruction, Foreign Countries, Exit Examinations, Student Attitudes, Mathematics Achievement, Academic Aspiration, Program Effectiveness, Secondary School Students
Geographic Terms: United Kingdom (England)
DOI: 10.1080/0020739X.2020.1770880
ISSN: 0020-739X
Abstract: In this article, we report on a pilot study to investigate the use of aspects of team-based learning (TBL) in mathematics to raise the aspirations of young people from disadvantaged areas. The study involved employing elements of TBL to deliver a mathematics revision course to students who were compulsorily resitting GCSE mathematics in schools and colleges. Students were surveyed before and after the programme and there is evidence that the approach made a positive difference towards students' attitudes to studying at University. There is also some evidence to suggest that the approach can help students to overcome issues related to mathematics anxiety and to feel more confident in their own mathematical ability.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1310808
Database: ERIC
FullText Links:
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  Data: <searchLink fieldCode="AR" term="%22Naughton%2C+L%2E%22">Naughton, L.</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-2376-8744">0000-0003-2376-8744</externalLink>)<br /><searchLink fieldCode="AR" term="%22Butler%2C+R%2E%22">Butler, R.</searchLink><br /><searchLink fieldCode="AR" term="%22Parkes%2C+A%2E%22">Parkes, A.</searchLink><br /><searchLink fieldCode="AR" term="%22Wilson%2C+P%2E%22">Wilson, P.</searchLink><br /><searchLink fieldCode="AR" term="%22Gascoyne%2C+A%2E%22">Gascoyne, A.</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Mathematical+Education+in+Science+and+Technology%22"><i>International Journal of Mathematical Education in Science and Technology</i></searchLink>. 2021 52(10):1491-1507.
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: In this article, we report on a pilot study to investigate the use of aspects of team-based learning (TBL) in mathematics to raise the aspirations of young people from disadvantaged areas. The study involved employing elements of TBL to deliver a mathematics revision course to students who were compulsorily resitting GCSE mathematics in schools and colleges. Students were surveyed before and after the programme and there is evidence that the approach made a positive difference towards students' attitudes to studying at University. There is also some evidence to suggest that the approach can help students to overcome issues related to mathematics anxiety and to feel more confident in their own mathematical ability.
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      – SubjectFull: Foreign Countries
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