Title of Project:
Approaches to Learning in Mathematics
Code: RHW2122B
Supervisor: Dr. R. Wilson & Dr M. Pugh
Project description: 

Approaches to learning refers to the differences in intentions and motives a student has when facing a learning situation, and the corresponding strategies they utilise. One such distinction is between deep, surface and strategic approaches. Deep approaches are characterised by learning strategies that focus on meaning, directed towards understanding by critically relating new ideas to previous knowledge and experience. Conversely, surface approaches focus on memorising without reflecting on the task or thinking about its implications in relation to other knowledge. On the other hand, a strategic approach to learning uses a deliberate combination of both approaches. This project will explore the effect different approaches to learning have on students’ learning of mathematics.
It is widely accepted that assessment drives what students learn. One potential aspect to explore is the relationship between approaches to learning and types of assessment questions. Assessment questions in mathematics can be categorised in terms of the skills required to complete them – from routine use of procedures to problem solving. Some questions related to assessment that this project could consider are the impact that different types of assessment questions have on students’ approaches to learning, or the effectiveness of different approaches to learning for answering different types of assessment questions.
NOTE: Those interested in selecting this project are strongly encouraged to arrange to see the supervisors in order to discuss the project in further detail.
Project offered a double module, single module, or both:
Double
Prerequisite year 2 and 3 modules for study:
None
Number of students who can be supervised on this project:
1