Developing an 'outdoor inspired' indoor experiential mathematics activity

Andrew Burrell, Jo McCready, Zainab Munshi, Davide Penazzi

Abstract


The issue of poor retention and achievement rates is one that plagues many British universities. While well documented and researched, there is still need for innovative practices to address this problem. This article outlines the theoretical underpinning of the Activity Guide, a tool the authors developed to support mathematics departments in order to make the transition to university easier for students and thus increase retention and attainment. Some of the topics covered here include reflective practise, experiential learning and independence; topics adapted from an outdoor frontier education course that had been specifically tailored by the authors to target and develop study skills particularly important for mathematics subjects. To allow for transferability and use by the entire higher education mathematics community the Activity Guide was produced to bring a similar course on university campuses, or even in classrooms, to better cater for resources and the scale the institutions facilities allow. The Activity Guide contains all that lecturers will need to plan, set up and deliver a range of activities to their students.


Keywords


Experiential games; outdoor; transition to HE; activity guide; mathematics skills

Full Text:

PDF

References


Borton, T. (1970). Reach, touch, and teach. New York Mcgraw-Hill.

Burrell, A., McCready, J., Munshi, Z & Penazzi, D. (In Preparation). Bringing maths outdoors.

Bush, T., & Smith, K. (2010). Introducing a programme for post-registration induction and essential skills development. Nursing Times, 106(49-50), 20-22.

Daily, J., & Landis, B. (2014). The journey to becoming an adult learner: From dependent to self-directed learning. Journal Of The American College Of Cardiology, 64(19), 2066-2068.

Dewey, J. (1963). Experience and education. New York: Touchstone, 1997.

Ellis, R. (2003). Communication skills: stepladders to success for the professional. Bristol : Intellect, 2003.

Field, R., Duffy, J., & Huggins, A. (2015). Teaching Independent Learning Skills in the First Year: A Positive Psychology Strategy for Promoting Law Student Well-Being. Journal Of Learning Design, 8(2), 1-10.

Fontichiaro, K. (2010). Awakening and Building Upon Prior Knowledge. School Library Monthly, 27(1), 12-15.

Gavriel, J. (2015). Tips on inductive learning and building resilience. Education For Primary Care, 26(5), 332-334.

Gibbs, G. (1988). Learning by doing: a guide to teaching and learning methods. Further Education Unit, 1988.

Haemmerlie, F. M., Steen, S. C., & Benedicto, J. A. (1994).

Undergraduates' conflictual independence, adjustment, and alcohol use: The importance of the..Journal Of Clinical Psychology, 50(4), 644-650.

Hawkes, T. (2000). Measuring the mathematics problem. Engineering Council. London: MD Savage.

Justice, T., & Jamieson, D. (2006). The facilitator's fieldbook: step-by-step procedures, checklists and guidelines, samples and templates. New York: AMACOM, c2006.

Kalinyak, C. M., Gary, F. A., Killion, C. M., & Suresky, M. J. (2016). The Transition to Independence Process. Journal Of Psychosocial Nursing & Mental Health Services, 54(2), 49-53 5p.

Kimble, C., Hildreth, P. M., & Bourdon, I. (2008). Communities of practice: creating learning environments for educators. Charlotte, N.C: Information Age Pub., c2008.

Kimmerle, J., Moskaliuk, J., & Cress, U. (2011). Using Wikis for Learning and Knowledge Building: Results of an Experimental Study. Educational Technology & Society, 14(4), 138-148.

Kirwan, C. (2008). Improving learning transfer: a guide to getting more out of what you put into your training.

Aldershot, Hants, England; Burlington, VT: Ashgate, c2008.

Knowles, M. S., Holton, E. F., & Swanson, R. A. (2012). The adult learner: the definitive classic in adult education and human resource development. Abingdon: Routledge, 2012.

Kolb, D. A. (1984). Experiential learning: experience as the source of learning and development. Upper Saddle River,N.J: Prentice-Hall, 1984.

Kraiger, K., Ford, J. K., & Salas, E. (1993). Application of Cognitive, Skill-Based, and Affective Theories of Learning Outcomes to New Methods of Training Evaluation. Journal Of Applied Psychology, 78(2), 311-328.

Kun, J. (N.D.). “Mathematical thinking doesn’t look anything like mathematics”. Blog Post. Found Online at: https://j2kun.svbtle.com/mathematical-thinking-doesnt-look-like-mathematics.

Marquis, E., & Henderson, J. A. (2015). Teaching Creativity across Disciplines at Ontario Universities. Canadian Journal Of Higher Education, 45(1), 148-166.

Mertes, S. J. (2015). Social Integration in a Community College Environment. Community College Journal Of Research And Practice, 39(11), 1052-1064.

Meyer, J. F., & Land, R. (2005). Threshold Concepts and Troublesome Knowledge (2): Epistemological Considerations and a Conceptual Framework for Teaching and Learning. Higher Education: The International Journal Of Higher Education And Educational Planning, 49(3), 373-388.

Noble, C., & Hames, A. (2012). A parent's pathway to helping her children gain their independence. Learning Disability Practice, 15(4), 36-38 3p.

Petress, K. (2006). An Operational Definition of Class Participation. College Student Journal, 40(4), 821-823.

Rolfe, G., Jasper, M., Freshwater, D., & Rolfe, G. (2011). Critical reflection in practice: generating knowledge for care. Basingstoke: Palgrave Macmillan, 2011.

Wilkinson, M. (2012). The secrets of facilitation: The SMART guide to getting results with groups. San Francisco, CA.




DOI: https://doi.org/10.21100/msor.v16i1.351

Refbacks

  • There are currently no refbacks.