Students’ Use of Resources in a Challenge-Based Learning Context Involving Mathematics

Author:

Pepin BirgitORCID,Kock Zeger-janORCID

Abstract

AbstractIn 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.

Publisher

Springer Science and Business Media LLC

Subject

General Engineering

Cited by 22 articles. 订阅此论文施引文献 订阅此论文施引文献,注册后可以免费订阅5篇论文的施引文献,订阅后可以查看论文全部施引文献

1. Systematic Review: Revisiting Challenge-Based Learning Teaching Practices in Higher Education;Education Sciences;2024-09-13

2. Multivariable Calculus Instructors’ Reports of Resource use;International Journal of Research in Undergraduate Mathematics Education;2024-07-27

3. A taxonomy of didactic roles of dynamic visualization in animated mathematics videos;Teaching Mathematics and its Applications: An International Journal of the IMA;2024-05-25

4. Mathematics students’ self-reported resources used for solving real-life problems in a challenge-based modelling course;International Journal of Mathematical Education in Science and Technology;2024-03-27

5. Research on curriculum resources in mathematics education: a survey of the field;ZDM – Mathematics Education;2024-03-15

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