Abstract

Many students enter mathematically intensive courses with deficiencies in their mathematical skills. Universities have responded to this challenge with additional support. However, existing approaches have exhibited limited success. This paper proposes research into the effectiveness of a personalised approach to mathematical remediation driven by the affordances of EdTech.

Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call