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

Lancaster Environment Centre

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https://doi.org/10.1080/0309826042000242459
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Keywords

Quantitative skills, focus groups, mathematically averse students, course delivery

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Research output: Contribution to Journal/Magazine › Journal article › peer-review

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Mathophobic students' perspectives on quantitative material in the undergraduate geography curriculum. / Folkard, Andrew M.
In: Journal of Geography in Higher Education, Vol. 28, No. 2, 07.2004, p. 209-228.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Bibtex

@article{036f1099860b45c5a78a303d13a0086a,

title = "Mathophobic students' perspectives on quantitative material in the undergraduate geography curriculum.",

abstract = "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.",

keywords = "Quantitative skills, focus groups, mathematically averse students, course delivery",

author = "Folkard, {Andrew M.}",

year = "2004",

month = jul,

doi = "10.1080/0309826042000242459",

language = "English",

volume = "28",

pages = "209--228",

journal = "Journal of Geography in Higher Education",

issn = "0309-8265",

publisher = "Routledge",

number = "2",

}

RIS

TY - JOUR

T1 - Mathophobic students' perspectives on quantitative material in the undergraduate geography curriculum.

AU - Folkard, Andrew M.

PY - 2004/7

Y1 - 2004/7

N2 - 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.

AB - 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.

KW - Quantitative skills

KW - focus groups

KW - mathematically averse students

KW - course delivery

U2 - 10.1080/0309826042000242459

DO - 10.1080/0309826042000242459

M3 - Journal article

VL - 28

SP - 209

EP - 228

JO - Journal of Geography in Higher Education

JF - Journal of Geography in Higher Education

SN - 0309-8265

IS - 2

ER -

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