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

Folkard, Andrew M. (2004) Mathophobic students' perspectives on quantitative material in the undergraduate geography curriculum. Journal of Geography in Higher Education, 28 (2). pp. 209-228. ISSN 1466-1845

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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.

Item Type: Article
Journal or Publication Title: Journal of Geography in Higher Education
Uncontrolled Keywords: Quantitative skills ; focus groups ; mathematically averse students ; course delivery
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
Departments: Faculty of Science and Technology > Lancaster Environment Centre
ID Code: 10496
Deposited By: Mrs Janet Harris
Deposited On: 16 Jul 2008 11:56
Refereed?: Yes
Published?: Published
Last Modified: 17 Sep 2013 10:52
Identification Number:
URI: http://eprints.lancs.ac.uk/id/eprint/10496

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