Supporting at-Risk University Business Mathematics Students: Shifting the Focus to Pedagogy
Ann LeSage 1 * , John Friedlan 1, Diane Tepylo 1, Robin Kay 1
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1 Ontario Tech University, CANADA* Corresponding Author

Abstract

Colleges and universities are grappling with supporting underprepared students in mathematics. While research examines the demographics of students and the effects of changing the number of preparatory courses, few studies examine the impact of pedagogical practices on student outcomes. This study investigated the effect of an alternative pedagogy, the Thinking Classroom framework, on student attitudes and learning performance in a first-year university business mathematics course. The Thinking Classroom approach focuses on collaborative problem-solving on vertical non-permanent surfaces (VNPS). Students rated the overall course experience and collaborative classroom experience highly after participation in the Thinking Classroom. Students in the Thinking Classroom had a significantly higher average grade point average than students in the control group.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

INT ELECT J MATH ED, 2021, Volume 16, Issue 2, Article No: em0635

https://doi.org/10.29333/iejme/10893

Publication date: 07 May 2021

Article Views: 1019

Article Downloads: 740

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