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Technology for nurture in large undergraduate statistics classes

By Michael Bulmer and Melissa Rodd


We report here on a practitioner study of a first year undergraduate service course that aligns a webbased, student-lecturer communication system with the mathematical curriculum. The report presents and analyses data from students and from the lecturer and outlines the nature of the technical interface. We indicate how communication of the students’ affective learning needs had a positive influence on the professional development of the lecturer himself. Furthermore, we claim that success of mathematics/statistics teaching that integrates emotional responses from learners is intimately related to the knowledge, skills, beliefs and values of the lecturer

Year: 2005
DOI identifier: 10.1080/00207390500270984
OAI identifier:

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