Learning in lectures: Multiple representations

  • Wood L
  • Joyce S
  • Petocz P
 et al. 
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Lectures remain the lynchpin of mathematics teaching at university even with advances in information technology and access to the internet. This paper examines the requirements for learning mathematics and shows how important it is for lecturers to be aware of the different modes of presentation they are using. Ways to assist students to make the connections between different representations are considered, with particular reference to students whose first language is not English. ABSTRACT FROM AUTHOR Copyright of International Journal of Mathematical Education in Science & Technology is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Author-supplied keywords

  • International students
  • Learning
  • Lectures
  • University mathematics

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  • Leigh N. Wood

  • Sadhbh Joyce

  • Peter Petocz

  • Melissa Rodd

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