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ERIC Number: EJ1305971
Record Type: Journal
Publication Date: 2021-Jul
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2198-9745
EISSN: N/A
Available Date: N/A
Students' Use of Resources in a Challenge-Based Learning Context Involving Mathematics
International Journal of Research in Undergraduate Mathematics Education, v7 n2 p306-327 Jul 2021
In this study we use a case study approach to investigate what kinds of resources were self-reported to have been selected by students working on their Challenge-Based bachelor end projects, and how they used and orchestrated these resources. In a previous study, we had explored students' use of resources and their Actual Student Study Paths in Calculus and Linear Algebra courses (Pepin and Kock 2019); in this study we turned to students working on their Challenge-Based bachelor end projects. Results show that the students working on Challenge-Based projects used resources outside the realm of curriculum resources offered to them in traditional courses, and the Actual Student Study Paths were iterative. We contend that 'linear' study paths (found e.g. in traditionally taught Linear Algebra courses) appeared to have been beneficial for students for studying particular mathematical content, which they needed for solving open challenges. In the Challenge-Based projects, the crucial resource emerged to be the tutor. We claim that this has implications for the introduction of a more Challenge-Based curriculum, where such projects would be the norm, both in terms of the professionalization of university teachers (who coach students through such projects), and for the education of students who opt for such projects: teachers have to be supported to develop as appropriate coaches in such complex environments; students have to become self-directed learners, and need to be supported with challenged-based trained coaches and teachers, in addition to be provided with suitable curricular, technological, and social resources.
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link-springer-com.bibliotheek.ehb.be/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Author Affiliations: N/A