Mathematics and Statistics Support as an Instrument for Enhancing the Mainstream Teaching of Mathematics and Statistics
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| Title: | Mathematics and Statistics Support as an Instrument for Enhancing the Mainstream Teaching of Mathematics and Statistics |
|---|---|
| Language: | English |
| Authors: | Michael Grove (ORCID |
| Source: | Journal of Further and Higher Education. 2025 49(7):959-975. |
| Availability: | Routledge. 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: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Mathematics Instruction, Statistics Education, College Mathematics, Academic Support Services, Foreign Countries, Educational Practices, Faculty Development, College Faculty, Teacher Role, Program Effectiveness, School Policy, Barriers |
| Geographic Terms: | United Kingdom, Canada, Ireland, Australia, United States, Germany, Czech Republic, Italy |
| DOI: | 10.1080/0309877X.2025.2510493 |
| ISSN: | 0309-877X 1469-9486 |
| Abstract: | Over several decades, university mathematics support services have delivered learning enhancements to thousands of students around the world. Consequently, the international mathematics support community has a wealth of experience, and unique insight, dealing with the challenges faced by students at all levels and in all disciplines. This paper explores how knowledge in the mathematics support community might bring about enhancements in students' mainstream experience. In this context, 'mainstream experience' refers to provision delivered by academic departments usually in the form of lectures, tutorials, seminars, workshops, etc., and which is directly related to the students' course of study. It reports the results of a survey of mathematics support practitioners exploring what mechanisms exist to influence mainstream teaching and what changes have been brought about through these mechanisms. Analysis of the qualitative data identifies six themes which facilitate the development of a model of influence and accompanying typology. The paper concludes with recommendations for mathematics support providers, departmental staff and institutional senior managers as to how mathematics support might influence improvements to mainstream practice. The paper will be relevant to those seeking to influence higher education policy and practice. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1501272 |
| Database: | ERIC |
| Abstract: | Over several decades, university mathematics support services have delivered learning enhancements to thousands of students around the world. Consequently, the international mathematics support community has a wealth of experience, and unique insight, dealing with the challenges faced by students at all levels and in all disciplines. This paper explores how knowledge in the mathematics support community might bring about enhancements in students' mainstream experience. In this context, 'mainstream experience' refers to provision delivered by academic departments usually in the form of lectures, tutorials, seminars, workshops, etc., and which is directly related to the students' course of study. It reports the results of a survey of mathematics support practitioners exploring what mechanisms exist to influence mainstream teaching and what changes have been brought about through these mechanisms. Analysis of the qualitative data identifies six themes which facilitate the development of a model of influence and accompanying typology. The paper concludes with recommendations for mathematics support providers, departmental staff and institutional senior managers as to how mathematics support might influence improvements to mainstream practice. The paper will be relevant to those seeking to influence higher education policy and practice. |
|---|---|
| ISSN: | 0309-877X 1469-9486 |
| DOI: | 10.1080/0309877X.2025.2510493 |
