We have over 12,000 students, from over 100 countries, within one of the safest campuses in the UK


93% of Lancaster students go into work or further study within six months of graduating

Home > Research > Publications & Outputs > Mathophobic students' perspectives on quantitat...
View graph of relations

« Back

Mathophobic students' perspectives on quantitative material in the undergraduate geography curriculum.

Research output: Contribution to journalJournal article


Journal publication date07/2004
JournalJournal of Geography in Higher Education
Number of pages20
Original languageEnglish


Results are presented of a series of focus-group sessions held at Lancaster University during May 2002. Participants consisted of 12 undergraduate geography students chosen from amongst those identified as having strong antipathy towards quantitative material. The intention was to mine these students' perspectives on courses covering quantitative techniques in geography degrees, in order to deduce ways of making such courses more effective. Primary findings included a need for (i) textual equivalents of algebraic equations; (ii) vivid and relevant examples; (iii) thorough explanation of all mathematical jargon; (iv) face-to-face tutorials; and (v) worked examples and exercises as stepping stones to more advanced, problem-based learning type approaches to assessment.