Works matching IS 02683679 AND DT 2021 AND VI 40 AND IP 4
Results: 15
Special issue editorial: restarting the new normal.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 249, doi. 10.1093/teamat/hrab026
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'Everyone seems to be agreeing at the minute that face-to-face is the way forward': practitioners' perspectives on post-pandemic mathematics and statistics support.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 296, doi. 10.1093/teamat/hrab019
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Levelling the playing field in assessment: an analysis of attainment gaps for widening participation, black and minority ethnic mathematics undergraduates before and after the COVID-19 lockdown.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 497, doi. 10.1093/teamat/hrab024
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Engaging with mathematics during Covid-19: students aged 16+ responding to a mathematics 'Box Set' of enrichment video materials.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 277, doi. 10.1093/teamat/hrab023
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early impact of the COVID-19 pandemic on mathematical competencies on entry into a UK university.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 254, doi. 10.1093/teamat/hrab021
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University students' fully digital study of mathematics: an identification of student-groups via their resources usage and a characterization by personal and affective characteristics.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 436, doi. 10.1093/teamat/hrab020
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Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 263, doi. 10.1093/teamat/hrab025
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How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 392, doi. 10.1093/teamat/hrab018
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student perspective on teaching and assessment during initial COVID-19 related closures at Irish universities: implications for the future.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 455, doi. 10.1093/teamat/hrab017
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Asynchronous online mathematics learning support: an exploration of interaction data to inform future provision.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 317, doi. 10.1093/teamat/hrab016
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Online mathematics supports in lieu of university tutorials during COVID-19: student and lecturer perspectives.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 417, doi. 10.1093/teamat/hrab015
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Mathematics is different: student and tutor perspectives from Ireland and Australia on online support during COVID-19.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 332, doi. 10.1093/teamat/hrab014
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Increasing the effect of a remedial mathematics course by switching to an online format during the COVID-19 crisis: evidence from a German university.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 478, doi. 10.1093/teamat/hrab013
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Mathematics and statistics distance learning: more than just online teaching.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 374, doi. 10.1093/teamat/hrab012
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Student experiences of online study groups and drop-in mathematics support during COVID-19.
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- Teaching Mathematics & its Applications, 2021, v. 40, n. 4, p. 356, doi. 10.1093/teamat/hrab010
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- Article