Can university mathematics be taught differently? Possibilities and challenges.

Item

Title
Can university mathematics be taught differently? Possibilities and challenges.
Description
en The article proposes that lecturers should use appropriate teaching aids to help students understanding.
en SELF
Creator
Kanchebele-Sinyangwe, Maureen
Date
2023-12-01T08:41:28Z
Date Available
2023-12-01T08:41:28Z
Date Issued
2022-01-20
Abstract
en The aim of this study was to explore the perceptions of first year Mathematics
undergraduate students of the modes of teaching that might be seen to support them in learning
Mathematics. The study originates from an initial tracking of first year undergraduate students,
taking Mathematics as part of the programme they enrolled in, over a period of three years
before the start of this research study, whereby this first year Mathematics course was
considered a ‘killer course’ and the most feared one. Explanatory sequential design was used
where qualitative data was used to explain quantitative data. The target population for this
study was 182 students taking Mathematics as one of their first year courses at Kwame
Nkrumah University in Central Zambia. Data was collected via questionnaires, with open and
closed questions, and semi-structured interviews. Student’s responses indicate that the way
Mathematics is taught affected them in learning it. They identified modes of teaching that could
support them in learning Mathematics and overcoming their fears. The paper concludes that
the identified ways of teaching may need to be considered alongside the lecturer’s
characteristics and perceptions of teaching Mathematics at University level as well as the
student’s personal perceptions related to learning Mathematics at University level. From the
findings, the study recommends that lecturers need to adjust the ways of teaching by allowing
students to get more involved during lessons, speak words of encouragement to students so as
to change their negative perception about the subject and lastly lecturers should use appropriate
teaching aids to help students understanding.
Identifier
en Kanchebele-Sinyangwe, M and Daka, H. (2022). Can University Mathematics be Taught Differently? Possibilities and Challenges, European Modern Studies Journal, 5(6), 192 - 200.
2522-9400
uri
https://dspace.unza.zm/handle/123456789/8264
Language
en en
Publisher
en European Modern Studies Journal
Subject
en Modes of teaching, Mathematics, perceptions
Type
en Article
Item sets
The University of Zambia Collections