MSOR connections最新文献_第6页

Can the same statistics module be used for service teaching by tailoring the support based on the student’s chosen qualification? 是否可以将相同的统计模块用于服务教学，根据学生选择的资格来定制支持?

MSOR connections Pub Date : 2022-08-29 DOI: 10.21100/msor.v20i3.1344

Carol Calvert, R. Hilliam, Emma Steele

引用次数: 0

Workshop Report: Is Mathematics Inclusive or Exclusive? Putting colour, culture and context in the curriculum 研讨会报告:数学是包容性的还是排他性的?在课程中加入色彩、文化和背景

MSOR connections Pub Date : 2022-08-29 DOI: 10.21100/msor.v20i3.1352

Isobel Falconer, E. Hunsicker, S. Johnston-Wilder, Vijay Teeluck, Kamila Zychaluk

引用次数: 0

An Evaluation of a Summer Mathematics Bridging Course for Mature Students 暑期成人数学衔接课程评价

MSOR connections Pub Date : 2022-08-29 DOI: 10.21100/msor.v20i3.1340

C. Mac an Bhaird, Peter Mulligan, James O'Malley, Rachel O'Neill, Emer Sheerin

引用次数: 1

Investigating the relationship between mathematics anxiety, mathematical resilience and mathematics support engagement: an analysis of demographic and cohort factors 调查数学焦虑、数学弹性和数学支持投入之间的关系:人口统计学和队列因素的分析

MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1321

F. Gokhool, D. Lawson, M. Hodds

{"title":"Investigating the relationship between mathematics anxiety, mathematical resilience and mathematics support engagement: an analysis of demographic and cohort factors","authors":"F. Gokhool, D. Lawson, M. Hodds","doi":"10.21100/msor.v20i2.1321","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1321","url":null,"abstract":"Engagement with mathematics support has been of interest for several years, particularly because some students who may benefit from using support do not avail themselves of it. It has been suggested that these students may be those who are mathematics anxious; they may have had previous negative learning experiences with mathematics and thus demonstrate avoidance behaviours such as procrastination and not seeking help. In this paper, the results of mathematical resilience (MR) and anxiety questionnaires (MA) will be investigated. This investigation is conducted at the level of the whole cohort of students and also broken down by a range of demographic features. Consideration is also given to whether there is any relationship between student mathematics anxiety and resilience on the one hand and whether or not they engage with mathematics and statistics support services on the other.The analysis reveals a weak negative correlation between MA and MR at whole cohort level. In terms of demographic characteristics, students on courses with no mathematics A-level entry requirement were significantly more mathematics anxious than those on courses with a mathematics A-level entry-requirement. They were also less mathematically resilient. Female students, non-Asian students, mature students and disabled students, on average, also had higher MA scores, whilst female students and mature students were also significantly less mathematically resilient.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"112 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77554839","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

maths e.g. as a learning resource 例如，数学是一种学习资源

MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1307

M. Greenhow

引用次数: 0

Accessible teaching with GNU TeXmacs 使用GNU TeXmacs进行无障碍教学

MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1313

Jeroen Wouters

引用次数: 0

Digital Resources for Targeted Mathematics Support 目标数学支持的数字资源

MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1290

Catherine Palmer, S. O'rourke, Clodagh Carroll, Declan Manning, Patricia Cogan, Violeta Morari

{"title":"Digital Resources for Targeted Mathematics Support","authors":"Catherine Palmer, S. O'rourke, Clodagh Carroll, Declan Manning, Patricia Cogan, Violeta Morari","doi":"10.21100/msor.v20i2.1290","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1290","url":null,"abstract":"SPIRIT Maths (Students’ Perceptions Informing and Redefining Innovative Teaching of Mathematics in Higher Education) is a project that was established in Munster Technological University (MTU) to investigate students’ attitudes towards mathematics and to explore a more student-centred development of mathematics resources. One of the aims of the project was to create a collection of student-preferred digital materials with a view to improving student engagement, building students’ confidence in mathematics and helping students to succeed in their mathematics modules.The findings of a survey disseminated to first year students in MTU indicated that students would be most likely to use the resources if they were geared towards their specific module; to maximise impact, resources were developed for two modules, one in Engineering and one in Business, that are each taken by large numbers of students. The resources were integrated on the learning management system and are available to all MTU students taking a mathematics module. Three interlinked digital resources were developed: (1) a series of interactive self-assessment questions, (2) corresponding videos showing worked solutions and (3) an associated bank of practice questions developed using a digital tutor to provide instant feedback. It is hoped that the complementary resources will facilitate student learning through a combination of active learning, explicit instruction and the ready availability of the resources.This article describes these resources and how they were developed, and outlines how these are being promoted to students. We also report on the feedback received from a small number of students who tested the resources and discuss how to measure student engagement with the resources.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"142 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86776631","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Blended Tutorials: Blended Synchronous Learning in Mathematics 混合教程:混合同步学习数学

MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1306

Andrew D. J. Potter, Colin Blundell

引用次数: 0

Non-mathematics undergraduates’ perceptions of mathematics and preferences for supporting digital learning resources in a technological university 科技大学非数学系本科生对数学的认知及对支持数位学习资源的偏好

MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1279

Maryna Lishchynska, Seán Lacey, Declan O’Connor, Violeta Morari

{"title":"Non-mathematics undergraduates’ perceptions of mathematics and preferences for supporting digital learning resources in a technological university","authors":"Maryna Lishchynska, Seán Lacey, Declan O’Connor, Violeta Morari","doi":"10.21100/msor.v20i2.1279","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1279","url":null,"abstract":"Service mathematics plays a central role in Munster Technological University (MTU) where the majority of programmes contain at least one mathematics or statistics module. The widely acknowledged issue of low engagement continues to be a barrier to learning for many non-mathematics undergraduates and often results in low achievement which may impact progression. One of the main goals of the SPIRIT Maths project at MTU is to gain insights into learners’ perceptions and dispositions towards mathematics and use that acumen to inform the development of digital learning tools and future interventions. This paper presents some of the findings of a student survey that focused on students’ expectations of and the realities of experiencing mathematics at university, and their views on remote delivery and approaches to learning. The survey results show that many incoming students overestimate the difficulties of studying mathematics at university. The data also highlight how a significant proportion of respondents spend an inadequate amount of time on independent learning. We then consider the aspects of mathematics that learners find most discouraging, and what students report could help them to better engage with and learn mathematics. We also explore students’ preferences for digital learning resources ranging from videos of worked solutions to an online bank of practice questions with feedback.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"83 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72714358","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

Celebrating our past: once upon a time there was a cottage industry. Personal reflections on the development of mathematics support 庆祝我们的过去:从前有一个家庭手工业。数学支持发展的个人思考

MSOR connections Pub Date : 2022-05-12 DOI: 10.21100/msor.v20i2.1305

T. Croft

{"title":"Celebrating our past: once upon a time there was a cottage industry. Personal reflections on the development of mathematics support","authors":"T. Croft","doi":"10.21100/msor.v20i2.1305","DOIUrl":"https://doi.org/10.21100/msor.v20i2.1305","url":null,"abstract":"Back in the early 1990's mathematics support was small-scale and loosely organised. Now, in 2021, it is to be found in the full range of university mission groups including those with the highest entry requirements. Today it is undoubtedly true that support centres are part of the landscape of higher education. They have evolved from offering local, drop-in support to first-year engineers to university-wide centres offering help to students in all disciplines and at all levels including postgraduates and sometimes staff. They contribute to university-wide priorities including recruitment, progression, retention, satisfaction, quality enhancement and employability. They have succeeded in raising issues such as the mathematics support of students with additional needs higher up institutional agendas and have firmly put the activities of those who work in this field on the radar of senior management of universities. This paper charts key milestones and events from the trajectory of mathematics support from 1990 to 2020 which have resulted in the thriving support services and community of practitioners that are evident today. It is based on a keynote presentation given by the author at CETL MSOR 2021.","PeriodicalId":18932,"journal":{"name":"MSOR connections","volume":"154 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2022-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73471037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0