Students as partners: peer-leading in an undergraduate mathematics course-Reference-Cited by-同舟云学术

Students as partners: peer-leading in an undergraduate mathematics course

Published:2020-08-04 Issue:5 Volume:52 Page:795-806
ISSN:0020-739X
Container-title:International Journal of Mathematical Education in Science and Technology
language:en
Short-container-title:International Journal of Mathematical Education in Science and Technology

Author:

Johnston Barbara M.¹^ORCID

Affiliation:

1. School of Environment and Science, and Queensland Micro- and Nanotechnology Centre, Griffith University, Queensland, Australia

Publisher

Informa UK Limited

Subject

Applied Mathematics,Education,Mathematics (miscellaneous)

Link

https://www.tandfonline.com/doi/pdf/10.1080/0020739X.2020.1795287

Reference23 articles.

1. The three-fold benefit of reflective writing: Improving program assessment, student learning, and faculty professional development

2. Bonwell C. C. & Eison J. A. (1991). Active learning: Creating excitement in the classroom (ASHE–ERIC Higher Education Report No. 1). The George Washington University, School of Education and Human Development.

3. What Does Active Learning Mean For Mathematicians?

4. Student Buy-In to Active Learning in a College Science Course

5. Student-faculty partnership in explorations of pedagogical practice: a threshold concept in academic development

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