Service-Learning for Introductory and Developmental Math Students

Abstract

University students in an introductory mathematics course attended a local middle school to assist in tutoring activities as a service-learning project. This project enhanced their learning in their university course. The activity was considered a part of the course, and students were assigned a grade in the same way that they would be for any other course component such as homework or another project. It was found that helping younger school children changes students’ attitudes about mathematics and increases their motivation to learn mathematics, making the service-learning experience meaningful and valuable to all participants.

Keywords: Service-learning, Critical reflection, Introductory mathematics, College algebra