Resource use and study habits in a first-year mathematics service unit

Abstract

We analysed students’ actual and intended use of a variety of study resources in a first year mathematics service course. We combined online tracking with self-report via survey and interviews. Our major finding was that students desire and intend to use a variety of resources but in actuality focus on traditional modes of engagement. We also found evidence that these students adopted different study habits and a different learning approach in their service maths units as compared to their discipline units.