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Where learning starts? A framework for thinking about lectures in university mathematics

Pritchard, David (2010) Where learning starts? A framework for thinking about lectures in university mathematics. International Journal of Mathematical Education in Science and Technology, 41 (5). pp. 609-623. ISSN 0020-739X

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Abstract

Lectures have been widely criticized as a method of teaching, but remain a standard component of most university mathematics courses. Does this necessarily harm students' education? This critical review contends that many arguments against lecturing are misconceived, at least when applied to mathematics. The effectiveness of lectures in carrying out various functions is discussed with reference to some recent educational research. There is evidence that lectures can be effective in communicating information, modelling reasoning and motivating students. Therefore, when supported appropriately by other activities, lectures provide an effective component of a mathematical education.

Item type: Article
ID code: 29111
Keywords: lectures, motivation, modelling, comunication, reflective practice, worked examples, higher education , mathematics, Mathematics, Education, Mathematics (miscellaneous), Applied Mathematics
Subjects: Science > Mathematics
Department: Faculty of Science > Mathematics and Statistics
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Depositing user: Pure Administrator
Date Deposited: 07 Mar 2011 23:25
Last modified: 05 Sep 2014 07:34
URI: http://strathprints.strath.ac.uk/id/eprint/29111

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