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

Research output: Contribution to journalJournal articlepeer-review

<mark>Journal publication date</mark>07/2004
<mark>Journal</mark>Journal of Geography in Higher Education
Issue number2
Number of pages20
Pages (from-to)209-228
Publication StatusPublished
<mark>Original language</mark>English


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.