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Statistics support and anxiety explored Teaching Mathematics and its Applications Pub Date : 2024-02-07 Ellen Marshall, Anna Riach, Amanda Shaker, Peter Rowlett
Most higher education institutions in the UK now offer some form of additional individual support for mathematics and statistics. Whilst numerous studies have shown mathematics support can improve grades and reduce failure rates, there is a lack of research on other outcomes of interest such as anxiety or confidence, and very little research relating specifically to statistics support. This study uses
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Understanding the challenges of the secondary-tertiary transition in mathematics for economics in higher education: a literature review Teaching Mathematics and its Applications Pub Date : 2024-01-25 Ida Landgärds-Tarvoll
This review paper examines the issues identified by research regarding students transitioning from school mathematics to service mathematics modules within economics education at the tertiary level. Literature was gathered in four steps, mainly through hand-searching strategies from journals, books, conference proceedings and reports. The results show that existing research addresses the challenges
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Linear algebra in engineering: a study of specialized knowledge of Chilean and Brazilian teachers Teaching Mathematics and its Applications Pub Date : 2023-10-06 Barbara Lutaif Bianchini, Eloiza Gomes, Marcela Parraguez González, de Gabriel Loureiro Lima
The objective of this paper is to establish comparisons between the Linear Algebra (LA) approach practiced in Engineering courses offered by Chilean and Brazilian Higher Education Institutions and, for that, teachers from both countries were interviewed. From a methodological point of view, the research consists of two case studies. For the analysis of the interviews, we used the precepts of Content
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Identifying emergent themes of students’ transition to university mathematics: a qualitative inquiry with a focus on affective factors Teaching Mathematics and its Applications Pub Date : 2023-09-04 Seyda Uysal, Kathleen Michelle Clark
We present the findings from our inquiry conducted between spring 2019 and spring 2020. It focused on women and students from underrepresented or marginalized populations as they navigated moments in their transition from school to university mathematics, or the secondary-tertiary transition (STT) in mathematics. We draw on Di Martino & Zan’s (2010) three-dimensional model of attitude (TMA), in which
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A three-pronged lesson in differential equations in a calculus course: analytical, numerical and experimental Teaching Mathematics and its Applications Pub Date : 2023-07-22 Amenda N Chow, Peter D Harrington, Fok-Shuen Leung
Physical experiments in classrooms have many benefits for student learning, including increased student interest, participation and knowledge retention. While experiments are common in engineering and physics classes, they are seldom used in first-year calculus, where the focus is on solving problems analytically and, occasionally, numerically. In this paper, we detail a three-pronged lesson introducing
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Infusion of Gross National Happiness values in teaching Mathematics in higher secondary schools in Bhutan Teaching Mathematics and its Applications Pub Date : 2023-07-20 Jigme Dorji, Tashi Gyeltshen
This interpretivist study employed a qualitative multiple-embedded case study to examine the infusion of Gross National Happiness (GNH) values in teaching Mathematics. The study aimed to gain insights into Mathematics teachers’ perceptions, understandings and practices of GNH values in Bhutanese classrooms. The study involved 10 teachers teaching Mathematics in grades XI and XII (age 16 to 18 years)
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Engaging non-mathematics students in mathematics learning through collaborative teaching Teaching Mathematics and its Applications Pub Date : 2023-04-28 Jinhua Mathias, Christopher Saville, Steve Leech
Mathematics is a common component of many science and social science degrees, but frequently not considered a prerequisite for their study. This can lead to some students studying mathematics components at undergraduate level with little or no previous mathematical learning and varying levels of motivation, or desire, to study mathematics. This situation has consequences for student experience and
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Improving high school students’ perceptions of mathematics through a mathematical modelling course Teaching Mathematics and its Applications Pub Date : 2023-03-18 Kerri Spooner, Junior Nomani, Samantha Cook
Literature shows there is support for adding connection and relevancy in mathematics for students through the use of real-world context and data in mathematical modelling. A teaching unit on mathematical modelling was designed within the context of future affordable housing for the local surrounding area. The teaching unit was implemented, and data were collected to address the research question: ‘How
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Fermi problems as a hub for task design in mathematics and stem education Teaching Mathematics and its Applications Pub Date : 2023-03-11 Jonas Bergman Ärlebäck, Lluís Albarracín
In this paper, we draw on recent research on so-called Fermi problems and situate the fundamental principles underlying this type of tasks and their use from a task design perspective. We use the models and modelling perspective on teaching and learning to elaborate on aspects related to the design of single-use, as well as sequences of, Fermi problems. In addition, we discuss a framework (called the
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Towards research-based organizational structures in mathematics tutoring centres Teaching Mathematics and its Applications Pub Date : 2023-02-15 Cameron Byerley, Carolyn Johns, Deborah Moore-Russo, Brian Rickard, Carolyn James, Melissa Mills, Behailu Mammo, Janet Oien, Linda Burks, William Heasom, Melissa Ferreira, Cynthia Farthing, Daniel Moritz
Undergraduate mathematics tutoring centres are prevalent in many countries; however, there is limited research-based evidence on effective organizational structures for these centres. In this study, we consider two research questions. First, how can the quantitative and qualitative data from 10 mathematics tutoring centres be organized for research purposes? Second, what hypotheses do expert mathematics
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Mathematics education in the time of COVID-19: a public health emergency exacerbated by misinterpretation of data Teaching Mathematics and its Applications Pub Date : 2023-02-08 Joanna Sooknanan, Terence Seemungal
The COVID-19 public health emergency has been characterized by an abundance of data in the form of numbers and charts. Although these data are readily available, there have been challenges associated with their interpretation—exacerbated by generally low numeracy rates. Consequently, people may underestimate the speed at which the disease spreads and the ensuing risk to themselves and others, resulting
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The impact of COVID-19 on mathematical entry competencies: 1 year on Teaching Mathematics and its Applications Pub Date : 2023-01-19 Mark Hodds
The COVID-19 pandemic has affected the way we learn, teach and support students in many different ways. In particular, the impact of the pandemic on the mathematical capabilities of students arriving at university is now starting to be seen and reported. Students arriving at UK universities in 2021, and having completed their A levels in 2021, had received disruption to almost all of their A level
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Mathematical modeling: a study of multidisciplinary benefits in the math classroom Teaching Mathematics and its Applications Pub Date : 2022-12-26 Richard Luczak, Rob Erwin
Math modeling is a unique and powerful part of mathematics that is underutilized in contemporary classrooms. Teachers of all grade levels may utilize such modeling problems to better serve the students in their classrooms, with related analytical problem-solving activities that contribute to learners meeting the highest of learning standards. With a continued focus within mathematics education on critical
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A rubric for assessing mathematical modelling problems in a scientific-engineering context Teaching Mathematics and its Applications Pub Date : 2022-10-11 Zehavit Kohen, Yasmin Gharra-Badran
Mathematics modelling is a vital competency for students of all ages. In this study, we aim to fill the research gap about valid and reliable tools for assessing and grading mathematical modeling problems, particularly those reflecting multiple steps of the modelling cycle. We present in this paper the design of a reliable and valid assessment tool aimed at gauging the level of mathematical modelling
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A survey of Mathematics Learning Support in the United States Teaching Mathematics and its Applications Pub Date : 2022-10-06 Ciarán Mac an Bhaird, David A Thomas
Mathematics Learning Support (MLS) has been widely available in Higher Education Institutions in the United States (US) for decades. However, until recently, there has been little research that considered the extent of provision. In this paper, we present the results of a survey of MLS with responses from 268 institutions across the US, which indicate that such support is well established across responding
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A transition to online teaching and learning of mathematics in Norwegian higher education institutions: the perspectives of lecturers and students Teaching Mathematics and its Applications Pub Date : 2022-09-06 Farzad Radmehr, Simon Goodchild
This paper reports a study of university lecturers’ and students’ experiences of teaching and learning mathematics following the abrupt requirement to switch to online teaching in 2020. A goal of the study is to share experiences that could be useful to improve the teaching and learning of mathematics in online settings. The qualitative research described is a phenomenological study and draws on interviews
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Mathematical connections established in the teaching of functions Teaching Mathematics and its Applications Pub Date : 2022-08-01 Vesife Hatisaru
This study explores the types of mathematical connections established in the classroom in the teaching of functions. An extended model for mathematical connections (different representations (DR), procedural (PC), if-then (I-T), part-whole connections (PWC), feature/property (F/P), analogies, and instruction-oriented connections (IOC)) is used as the analytical framework. The context for the study
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Grasping criteria for success: engaging undergraduate students in formative feedback by means of digital peer workshops Teaching Mathematics and its Applications Pub Date : 2022-07-28 Giovannina Albano, Anna Pierri, Cristina Sabena
In our study we exploit digital tools in order to foster a relational approach to mathematics undergraduate students. Specifically, we designed formative assessment workshops based on peer feedback, with the aim to promote self-assessment and reflection on one’s own mathematical activity. In the paper we describe the design of an educational activity and investigate how the students perceived their
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Advancing engineering students’ conceptual understanding through puzzle-based learning: a case study with exact differential equations Teaching Mathematics and its Applications Pub Date : 2022-03-31 Faezeh Rezvanifard,Farzad Radmehr,Yuriy Rogovchenko
Abstract Current views on the teaching of differential equations (DEs) are shifting towards the use of graphical and numerical methods. Motivated by recent research suggesting that puzzle-based learning (PzBL) can improve the teaching and learning of STEM subjects and by the lack of relevant studies for DEs, we designed two tasks—sophism and paradox—to explore undergraduate engineering students’ conceptual
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Examining mathematical creativity of prospective mathematics teachers through problem posing Teaching Mathematics and its Applications Pub Date : 2022-03-31 Elçin Emre-Akdoğan
Abstract Students’ use of problem posing is an assessment tool for evaluating mathematical creativity, and it plays a substantial role in creative tasks. Integrating problem-posing tasks into a curriculum is beneficial for teaching and learning mathematics. The Photo-Math Project is an example of problem posing in terms of generating new problems. This study aimed to explore mathematical creativity
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Breaches of the didactic contract as a driving force behind learning and non-learning: a story of flaws and wants Teaching Mathematics and its Applications Pub Date : 2022-03-28 Heidi Strømskag,Yves Chevallard
Abstract In agreement with the main tenets of the anthropological theory of the didactic (ATD), this study uncovers dependencies between what students can learn, the established curriculum and the current state of mathematicians’ mathematics (‘scholarly mathematics’). One main result is that the mathematics taught, too often taken for granted by curriculum developers and teachers, is in fact problematic
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A taxonomy of high school students’ levels of understanding in solving algebraic problems Teaching Mathematics and its Applications Pub Date : 2022-03-28 Gunawardena Egodawatte
Abstract The research reported in this article sought to develop a taxonomy of grade 11 students’ levels of understanding in algebraic problem-solving tasks. The student sample was from high schools in the province of Ontario in Canada. Problems from four areas in algebra namely, variables, expressions, equations and word problems were chosen to be represented in the test paper. A six-level taxonomy
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An explorative digital tool as a pathway to meaning: the case of the inflection point Teaching Mathematics and its Applications Pub Date : 2022-03-25 Anatoli Kouropatov,Regina Ovodenko
Abstract The learning of calculus concepts is considered challenging for students. This claim is actual for calculus in general and for specific concepts in particular. In this paper, we focus on the concept of the inflection point. We argue that one of the roots of this problem is the lack of a useful and productive meaning of the concept—the understanding of the inflection point as the point where
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Design principles for final answer assessment in linear algebra: implications for digital testing Teaching Mathematics and its Applications Pub Date : 2022-03-10 Alisa J Veale,Tracy S Craig
Abstract Digital testing, such as multiple-choice questions and final answer items, offers many advantages in higher educational assessment practices. Well-designed digital grading is more reliable and faster than hand grading and is scalable to larger classes. The validity of digital grading is open to criticism, particularly in mathematics where much of mathematics is based on processes and reasoning
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Construction of the final results of infinite iterative processes in individuals’ mind in a geometrical context Teaching Mathematics and its Applications Pub Date : 2022-01-12 Ali Barahmand
This study provides a framework for explaining the way individuals might construct the final result of infinite iterative processes in a geometrical context. To this end, 30 undergraduate students were interviewed. The analysis of the data collected yielded two different views: first, there were those who believed that the presented infinite iterative processes will have to end because nothing else
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High-quality tasks for e-assessment in mathematics Teaching Mathematics and its Applications Pub Date : 2022-01-03 Dennis Gallaun, Karsten Kruse, Christian Seifert
This paper is dedicated to e-assessment in mathematics and the development of the corresponding electronic tasks. Due to its electronic nature e-assessment can be used to efficiently provide a huge number of tasks for training. This makes it a valuable tool for large classes, which are typical for mathematics as a service subject. In order to develop good tasks, one can address different aspects, e
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High school students constructing knowledge about convergence and limits Teaching Mathematics and its Applications Pub Date : 2021-12-19 Dafna Elias, Tommy Dreyfus
We investigated how two didactical tools assist high school students in constructing knowledge about convergence and limits. The first tool is manual plotting of the terms of selected sequences, and the second, a technological applet. Student pairs worked in an interview setting on an activity designed for the purpose of this research. The interviews were transcribed and analysed using the RBC model
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Meaning making through collective argumentation: The role of students’ argumentative discourse in their exploration of the graphic relationship between a function and its anti-derivative Teaching Mathematics and its Applications Pub Date : 2021-12-02 Osama Swidan
This study aims at exploring the role of argumentation in the process of shared meaning making that occurs between students as they use digital tools to explore the concept of the indefinite integral. The study followed 11 pairs of 17-year-old students as they worked together to solve the Indefinite Integral Task with the aid of a digital tool. The study was guided by the phenomenology perspective
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Performance assessment for mathematics tutoring centres Teaching Mathematics and its Applications Pub Date : 2021-12-01 Carolyn Johns, Cameron Byerley, Deborah Moore-Russo, Brian Rickard, Janet Oien, Linda Burks, Carolyn James, Melissa Mills, William Heasom, Melissa Ferreira, Behailu Mammo
Evaluation has become a common, and even an expected, practice across undergraduate mathematics tutoring centres in the USA, UK and other countries. However, these evaluation efforts could benefit greatly from leveraging organizational theory research. In this study, we situate mathematics tutoring centres as non-profit organizations (NPOs) to consider how an organization performance assessment framework
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Special issue editorial: restarting the new normal Teaching Mathematics and its Applications Pub Date : 2021-11-29 Jonathan Gillard,Claire Ketnor,Ciarán Mac an Bhaird,Cathy Smith
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Measuring the derivative using surfaces Teaching Mathematics and its Applications Pub Date : 2021-11-29 Aaron Wangberg, Elizabeth Gire, Tevian Dray
Students need a robust understanding of the derivative for upper-division mathematics and science courses, including thinking about derivatives as ratios of small changes in multivariable and vector contexts. In Raising Calculus to the Surface activities, multivariable calculus students collaboratively discover properties of derivatives by using tangible tools to solve context-rich problems. In this
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Exploring differential engagement with mathematics support from an engineering student focus Teaching Mathematics and its Applications Pub Date : 2021-11-26 Farhana Gokhool, Duncan Lawson, Mark Hodds, Farzana Aslam
This paper explores the differential engagement of engineering students with mathematics support at Coventry University. Mathematics support is an additional help in mathematics that is offered to all students at the University, and engagement with such support is voluntary. Attendance records show that, whilst many students do engage with mathematics support, there are others who do not, even though
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Investigating secondary pre-service teachers as teachers and learners of mathematical modeling Teaching Mathematics and its Applications Pub Date : 2021-11-23 Megan H Wickstrom, Elizabeth G Arnold
There is a growing attention around the preparation of pre-service teachers (PSTs) as both learners and teachers of mathematical modeling. Current literature focuses on preparing PSTs as learners of modeling, and we extend current work by examining how PSTs integrate their understanding of modeling into the work of teaching. This study follows two groups of PSTs, concurrently enrolled in a modeling
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Career Mathways: evaluating a novel initiative aimed at enhancing students’ attitudes towards and appreciation of mathematics Teaching Mathematics and its Applications Pub Date : 2021-11-18 Niamh O’Meara, Olivia Fitzmaurice, Patrick Johnson
The power and value of mathematics cannot be underestimated in today’s society. Thus, it is pertinent that education systems worldwide help students to develop an appreciation of the subject. However, research has shown that students often lose interest in science, technology, engineering and mathematics subjects, particularly mathematics, as they cannot see the relevance of it in their lives. This
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Investigating a potential format effect with two-column proofs Teaching Mathematics and its Applications Pub Date : 2021-11-05 Maryam Alarfaj, Chris Sangwin
The current study aims to explore the impact of the two-column format in writing simple mathematical arguments. That is to say, a structured method of presenting a mathematical proof or argument by using a tabular layout with two columns. The underlying goal of the research reported in this paper is to inform understanding of how to effectively assess students’ proof construction, particularly online
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Supporting mathematical modelling by upscaling real context in a sequence of tasks Teaching Mathematics and its Applications Pub Date : 2021-10-21 Lluís Albarracín, Carlos Segura, Irene Ferrando, Núria Gorgorió
Creating and developing mathematical models to solve real-world problems is a complex task and students often have difficulties in tackling it successfully. The design and implementation of sequences that help students autonomously develop their ability to solve modelling tasks could be a useful scaffolding tool to foster modelling learning. In this paper we present a sequence of estimation tasks in
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Flexible learner or imposter? Learning A Level mathematics in England through the COVID-19 pandemic Teaching Mathematics and its Applications Pub Date : 2021-10-10 Jennie Golding
We evidence English teacher and student perspectives on the learning of pre-university mathematics ‘A Level’ courses through the pandemic period to July 2021. Data are drawn from a 2017–21 classroom-close study of enactment of such courses in 13 fairly representative centres, using an institutional ethnographic approach. The pandemic picture was generally one of the significant and sustained negative
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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 Teaching Mathematics and its Applications Pub Date : 2021-10-05 Holly Gilbert, Mark Hodds, Duncan Lawson
Mathematics and statistics support (MSS) is now firmly embedded in the learning and teaching infra-structure of most UK universities and in many universities worldwide. In common with other higher education activities, in response to restrictions put in place to reduce the spread of Covid-19, MSS transitioned rapidly to online delivery in spring 2020. This paper reports on thinking within the practitioner
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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 Teaching Mathematics and its Applications Pub Date : 2021-09-30 L M Shaw, M R Tranter
The 2019/20 Level 4 mathematics cohort at the Nottingham Trent University sat a full set of mid-year assessments in January 2020 under completely normal circumstances. However, the Covid-19 lockdown meant that their end of year assessments, along with all of their teaching and learning from March 2020 onwards, moved fully online. This has given us a unique opportunity to understand how the same cohort
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Engaging with mathematics during Covid-19: students aged 16+ responding to a mathematics ‘Box Set’ of enrichment video materials Teaching Mathematics and its Applications Pub Date : 2021-09-30 Sofya Lyakhova, Dominic Oakes, Marie Joubert
This paper reports on a mathematics outreach programme, ‘Bridging KS5 to University’, which offered video materials to students aged 16+ during the school closures in spring/summer 2020 in Wales. The 13 videos, provided by the Further Mathematics Support Programme in Wales, ranging from 20 to 50 min long, included activities and exercises addressing mathematical topics outside the school curriculum
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Teacher to student feedback in distance education Teaching Mathematics and its Applications Pub Date : 2021-09-15 Petr Habala
When mastering new topics, the importance of timely and topical feedback is hard to overestimate. Distance education forced recently on educational community by COVID brought obstacles to one-on-one interaction, making direct feedback difficult. However, it also inspired educators to consider new tools and ideas. A possible approach allowing for quality feedback is outlined, supported by a comparison
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How and why? Technology and practices used by university mathematics lecturers for emergency remote teaching during the COVID-19 pandemic Teaching Mathematics and its Applications Pub Date : 2021-09-14 Eabhnat Ní Fhloinn, Olivia Fitzmaurice
The COVID-19 pandemic led to closures of university campuses around the world from March 2020 onwards. With little or no time for preparation, lecturers turned to emergency remote teaching to continue to educate their students. Online mathematics education poses particular challenges in terms of both the hardware and software necessary for effective teaching, due to issues with mathematical symbols
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The early impact of the COVID-19 pandemic on mathematical competencies on entry into a UK university Teaching Mathematics and its Applications Pub Date : 2021-09-10 Mark Hodds
Students from England and Wales had their A-level results in 2020 decided by a ‘triple lock’ system as traditional examinations were cancelled due to the pandemic. Therefore, there was a fear that students were either being unfairly judged ( Arden University 2020) or would enter university with a reduced understanding of concepts leading to an increase in drop-out rates ( Staton, 2020). To measure
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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 Teaching Mathematics and its Applications Pub Date : 2021-09-10 Leander Kempen, Michael Liebendörfer
We investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective
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The student perspective on teaching and assessment during initial COVID-19 related closures at Irish universities: implications for the future Teaching Mathematics and its Applications Pub Date : 2021-09-08 Diarmaid Hyland, Ann O’Shea
The aim of this research is to investigate the impact of the COVID-19 closures from the perspective of students studying mathematics at university level in Ireland. A survey was designed and administered to students who were enrolled in at least one mathematics module in an Irish university at the time of the closures. The survey comprised three sections: teaching and learning, assessment and personal
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Online mathematics supports in lieu of university tutorials during COVID-19: student and lecturer perspectives Teaching Mathematics and its Applications Pub Date : 2021-09-08 Maryna Lishchynska, Catherine Palmer, Vincent Cregan
When the first national lockdown due to the COVID-19 pandemic occurred, all higher educational institutions in Ireland moved to remote learning and have effectively remained in this mode ever since. The situation presented enormous challenges for many mathematics lecturers who had not delivered lectures or tutorials online before. This study looks closely at what a traditional (in-person) mathematics
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Asynchronous online mathematics learning support: an exploration of interaction data to inform future provision Teaching Mathematics and its Applications Pub Date : 2021-09-08 Linda O’Sullivan, Deirdre Casey, Julie Crowley
Over the past 30 years, higher education institutions (HEIs) worldwide have been grappling with the difficulties experienced by many students entering higher education due to their poor pre-entry core mathematical skills. In the Republic of Ireland and the UK, the provision of mathematics learning support (MLS) is the approach most commonly adopted by HEIs to deal with this problem, providing free
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Mathematics is different: student and tutor perspectives from Ireland and Australia on online support during COVID-19 Teaching Mathematics and its Applications Pub Date : 2021-08-17 Claire Mullen, Jim Pettigrew, Anthony Cronin, Leanne Rylands, Donald Shearman
From March 2020, the Mathematics Support Centre at University College Dublin, Ireland, and the Mathematics Education Support Hub at Western Sydney University, Australia, moved wholly online and have largely remained so to the point of writing (August 2021). The dramatic and swift changes brought on by COVID-19, in particular to fully online modes of teaching and learning including mathematics and statistics
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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 Teaching Mathematics and its Applications Pub Date : 2021-08-10 Stefan Büchele, Michael Liebendörfer, Elisa Lankeit
Due to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’
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Mathematics and statistics distance learning: more than just online teaching Teaching Mathematics and its Applications Pub Date : 2021-08-08 Rachel Hilliam, Derek Goldrei, Gaynor Arrowsmith, Alexander Siddons, Cath Brown
At the Open University, where students learn online and at a distance, the School of Mathematics and Statistics has for many years provided innovative ways of supporting students outside the ‘classroom’ environment so was well prepared to support students during the COVID-19 pandemic. These forms of support include online forums to help students with module choice and taster resources including diagnostic
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Embodied design using augmented reality: the case of the gradient Teaching Mathematics and its Applications Pub Date : 2021-08-02 Rogier Bos, Michiel Doorman, Paul Drijvers, Anna Shvarts
We study the augmented reality sandbox (ARSB) as an embodied learning environment to foster meaning making in the context of bivariable calculus. We present the case of Tiago, a first-year bachelor chemistry student, performing a series of tasks based on embodied design, including perception-based, action-based and incorporation-based tasks. Tiago’s work demonstrates the affordances of the ARSB, e
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Student experiences of online study groups and drop-in mathematics support during COVID-19 Teaching Mathematics and its Applications Pub Date : 2021-08-01 Ciarán Mac an Bhaird, Aisling McGlinchey, Peter Mulligan, James O’Malley, Rachel O’Neill
In this paper, we consider the changes to mathematics learning support (MLS) at Maynooth University due to the COVID-19 pandemic, including the provision of novel online study groups aimed at increasing student engagement and interaction. We briefly outline the local, national and international impact of COVID-19 on MLS and then focus on the results of a student survey. Respondents who regularly used
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Compressing audio signals with interactive and cloud-based learning material—a workshop for high-school students Teaching Mathematics and its Applications Pub Date : 2021-07-09 Kirsten Wohak, Martin Frank
Undeniably omnipresent in our everyday lives, electronic signal compression is a classical example that illustrates the ubiquity of mathematics in high-end technology and sciences. When dealing with piles of files, it is essential that each file takes up as little storage space as possible while maintaining quality. The cloud-based—available under a Creative Commons licence—workshop that is described
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Students’ perceptions of mathematics writing and its impact on their enjoyment and self-confidence Teaching Mathematics and its Applications Pub Date : 2021-05-17 Tandeep Kaur, Mark Prendergast
There have been universal endorsements of the benefits of writing as an effective medium of communicating mathematically. Writing and learning are seen as isomorphic to each other and writing can facilitate the comprehension of mathematical thinking through intrapersonal communication. Through a short writing intervention, this study investigates students’ perceptions on the use of writing in the mathematics
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How we assess mathematics degrees: the summative assessment diet a decade on Teaching Mathematics and its Applications Pub Date : 2021-04-22 Paola Iannone, Adrian Simpson
Two previous studies mapping university mathematics students’ summative assessment diet in the UK revealed a clear picture. In general, there was a dominance of closed book examinations with a strong relationship to departmental league table position. The decade since then has seen many changes in higher education in the UK, particularly in the strength of the student voice. The study we report here
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The nature and prevalence of diagnostic testing in mathematics at tertiary-level in Ireland Teaching Mathematics and its Applications Pub Date : 2021-03-31 Diarmaid Hyland, Ann O’Shea
In this study, we conducted a survey of all tertiary level institutions in Ireland to find out how many of them use diagnostic tests, and what kind of mathematical content areas and topics appear on these tests. The information gathered provides an insight into what instructors expect students to know on entry to university and what they expect students to have difficulty with. In total, 12 diagnostic
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Further Mathematics, student choice and transition to university: part 2—non-mathematics STEM degrees Teaching Mathematics and its Applications Pub Date : 2021-03-12 Sofya Lyakhova, Andrew Neate
This is the second paper reporting the results of a study investigating student choices of optional post-16 advanced-level (A-level) Mathematics and Further Mathematics qualifications in the UK and their impact on the transition from school to university mathematics. Here, the opinions of non-mathematics Science, Technology, Engineering and Mathematics (STEM) undergraduate students (all of whom had
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Post-16 Further Mathematics blended learning: learner self-regulation, mathematical resilience and technology Teaching Mathematics and its Applications Pub Date : 2021-03-05 Sofya Lyakhova, Marie Joubert
This paper reports on a study set in Wales where the Further Mathematics Support Programme Wales supports the provision of an advanced qualification in mathematics for 16- to 18-year-old students with courses delivered in reduced teaching time. The study aimed to understand how the students experienced the Further Mathematics (FM) courses which are delivered either face-to-face or online and, more
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On the classic paradox of infinity and a related function Teaching Mathematics and its Applications Pub Date : 2021-02-19 Chanakya Wijeratne, Rina Zazkis
In this study we consider a classic paradox of infinity and its variations and suggest how the sources of misleading intuition can be analysed using the concept of uniform convergence of functions. We then examine how six mathematics honour students engage with a variation of the paradox. Despite their advanced mathematical training, the participants experienced considerable difficulty in addressing
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A review of group-based methods for teaching statistics in higher education Teaching Mathematics and its Applications Pub Date : 2021-02-16 Elinor Jones, Tom Palmer
The teaching of statistics in higher education in the UK is still largely lecture based. This is despite recommendations such as those given by the American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education report that more emphasis should be placed on active learning strategies where students take more responsibility for their own learning. One possible model