Force, Susan, Goss-Sampson, Mark and Harris, Sarah (2022) Low-stakes, VLE intensive, formative approach to maths teaching as a pedagogic strategy for improving assessment outcomes. Compass: Journal of Learning and Teaching, 15 (2). pp. 1-11. ISSN 2044-0081 (doi:10.21100/compass.v15i2.1339)

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Abstract

Functional numeracy skills in the UK workforce have been an issue for at least 20 years and are of mounting concern due to the increasing use of technology in the workplace and the need for mathematical problem solving skills. Surveys reveal anxiety related to maths (MA) has a negative impact on Higher Education (HE) subject choices and subsequent career options. This at a time when Science, Technology, Engineering and Mathematics (STEM) subjects, requiring maths and data handling skills, are in high demand globally. This case study relates the journey from discovering the need for maths support in science students to the use of low-stakes, VLE intensive, formative maths support as a means of overcoming MA and improving student outcomes.

Item Type:	Article
Additional Information:	Pls not that author uses several names, including "Sue Force", "Suzan Force", and "SJ Knight" (email address), all referring to the same person.
Uncontrolled Keywords:	VLE; numeracy; maths; formative assessment; maths anxiety
Subjects:	L Education > L Education (General) Q Science > QA Mathematics
Faculty / School / Research Centre / Research Group:	Faculty of Engineering & Science Faculty of Engineering & Science > School of Science (SCI)
Last Modified:	06 Feb 2024 11:39
URI:	http://gala.gre.ac.uk/id/eprint/38740

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