The role of informal learning spaces in enhancing student engagement with mathematical sciences

WALDOCK, Jeff, ROWLETT, Peter, CORNOCK, Claire, ROBINSON, Mike and BARTHOLOMEW, Hannah (2017). The role of informal learning spaces in enhancing student engagement with mathematical sciences. International Journal of Mathematical Education in Science and Technology, 48 (4), 587-602.

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Official URL: http://www.tandfonline.com/doi/full/10.1080/002073...
Link to published version:: https://doi.org/10.1080/0020739X.2016.1262470
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    Abstract

    By helping create a shared, supportive, learning community, the creative use of custom-designed spaces outside the classroom has a major impact on student engagement. The intention is to create spaces that promote peer interaction within and across year groups, encourage closer working relationships between staff and students and support specific coursework activities – particularly group work. Such spaces make better use of time since students are motivated to stay and work during long gaps in their timetable, can provide a sense of ‘home’ within the institution and can lead to a cohesive community of practice. In this paper, we describe how this has been achieved and currently delivered in Mathematics at Sheffield Hallam University and provide some detailed analysis of the student usage of the space.

    Item Type: Article
    Departments - Does NOT include content added after October 2018: Faculty of Science, Technology and Arts > Department of Engineering and Mathematics
    Identification Number: https://doi.org/10.1080/0020739X.2016.1262470
    Page Range: 587-602
    Depositing User: Peter Rowlett
    Date Deposited: 09 Dec 2016 16:36
    Last Modified: 18 Mar 2021 02:18
    URI: http://shura.shu.ac.uk/id/eprint/14236

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