Figures & data
Table 1. Degree programmes and sign-ups of engineering mathematics courses at Tampere University.
Table 2. Student distribution in the various courses.
Table 3. Frequencies of students who had visited Math Shack and those who had not and the courses they were enrolled in, and also SiM–Sign-ups ratio for the courses.
Figure 1. Example drawings of all categories: (1) Everyone is equal; (2) Assistant as a teacher; (3) Assistant among students; (4) Assistant as a middleman; (5) Student-centred view; and (6) Assistant’s role is small.
Table 4. How students and teaching staff see the assistant’s role compared with that of the teacher and students in the first-year mathematics course.
Figure 2. Example drawings of categories: (1) Coaches as assistants, (2) Coaches are closer to students than assistants are, (3) Assistants are closer to students than coaches are, and (4) Coaches among students.
Table 5. How students in Math Shack saw coaches compared with assistants.