Learning in lectures: Multiple representations

  • Wood L
  • Joyce S
  • Petocz P
 et al. 
  • 22

    Readers

    Mendeley users who have this article in their library.
  • 5

    Citations

    Citations of this article.

Abstract

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

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

  • Leigh N. Wood

  • Sadhbh Joyce

  • Peter Petocz

  • Melissa Rodd

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free