Peer tutoring in first-year undergraduate mathematics

2001 ◽  
Vol 32 (2) ◽  
pp. 161-173 ◽  
Author(s):  
Warwick Evans ◽  
Jean Flower ◽  
Derek Holton
Keyword(s):  
Peer Tutoring ◽  
First Year ◽  
Undergraduate Mathematics

scholarly journals Procepts and proceptual solutions in undergraduate mathematics 

Pythagoras ◽  
2010 ◽  
Vol 0 (72) ◽  
Author(s):  
Inderasan Naidoo ◽  
Belinda Huntley
Keyword(s):  
Teaching And Learning ◽  
Engineering Students ◽  
Applied Mathematics ◽  
First Year ◽  
Undergraduate Mathematics ◽  
Undergraduate Level ◽  
Mathematical Problems ◽  
Mathematics Teaching And Learning ◽  
Traditional Manner

This paper explores and promotes the notion of ‘procept’ in an undergraduate mathematics course in Linear Algebra for first year pure and engineering students. On the basis of students’ preference for procedural to conceptual solutions to mathematical problems, this paper augments the role of certain concepts in pure and applied mathematics, particularly in the problem‐solving approaches at the undergraduate level by providing novel solutions to problems solved in the usual traditional manner. The development of the concept of ‘procept’ and its applicability to mathematics teaching and learning is important to mathematics education research and tertiary pure and applied mathematics didactics in South Africa, welcoming the amalgamation of the theories developed at pre‐tertiary level mathematics with theorems and proof at the undergraduate level.

scholarly journals Teacher Perspectives on Student Placement in University EFL Programs

1970 ◽  
Vol 16 (1-2) ◽  
pp. 70-81 ◽  
Author(s):  
Brian McMillan ◽  
Paul Joyce
Keyword(s):  
Peer Tutoring ◽  
Student Motivation ◽  
Teacher Perspectives ◽  
Target Language ◽  
First Year ◽  
Language Programs ◽  
Student Placement ◽  
Ability Groups ◽  
Efl Teachers

In many language programs, students are placed in streamed, relatively homogeneous classes according to their proficiency in the target language. However, proponents of mixed-ability classes believe that through forming mixed-ability groups lower-proficiency learners feel less stigmatized, and that both higher- and lower-proficiency learners benefit from peer tutoring. This paper reports on the results from a survey that explored the perceptions of 31 EFL teachers at four Japanese universities regarding streamed and mixedability first-year EFL classes. Most teacher-participants expressed a preference for teaching streamed classes, citing advantages related to the effectiveness of instruction, appropriateness of materials, student motivation, and the quality of learner-learner interaction. DOI: http://dx.doi.org/10.3126/nelta.v16i1-2.6131 NELTA 2011; 16(1-2): 70-81

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