The provision of mathematics support and the role of the history of mathematics

There is a well-documented crisis in mathematics education both nationally and internationally. Increasing numbers of students are struggling with many of the basics of mathematics when they enter third level. One response has been the widespread establishment of mathematics support services for students who are deemed at risk. These supports are constantly analysed and quantified to establish best practice and to measure the impact they have on students. In this paper we give an overview of these issues. We also discuss how introducing struggling students to topics in the historical development of mathematics can help them deal successfully with many of the issues that they have

The Necessity of Maths Support Centres in Higher Level Education.

There is a crisis in Maths Education in this country. One reflection of this is the huge numbers of secondary school students who pass state exams, yet still display alarming weaknesses in basic mathematical manipulations and understanding. The weaknesses are very obvious when these students continue on to third-level education. Even if students can apply a method, they generally do not understand exactly what they are doing. As a result of these problems, students lack the confidence or courage to tackle any new material. They are reluctant to discuss Mathematics, and they often do not understand why they are struggling. One step third-level institutes are taking to combat this problem is to establish Mathematics Support Centres. I will use the Maths Support Centre (MSC) in the National University of Ireland (NUIM) as a case study to discuss the impact of such facilities on the student learning experience

Mentoring students can lead to increased engagement and success with mathematics

In September 2009, the author commenced a research project with colleagues to investigate the reasons why students do or do not engage with mathematics. The initial stages of this project involved contacting and meeting students who were repeating at least one of their first year mathematics modules. The author decided to offer the students an opportunity to participate in a mentoring scheme. This paper will describe the scheme, the mathematical background of the students and focus on their engagement levels, their behaviour and feedback. We look at the students’ reactions when they were asked to bring in their attempted work. We also present evidence that suggests a positive impact on student progression, and we will briefly present the outcomes of the project in terms of how it impacted on further initiatives and interventions run by our department

Introducing the history of mathematics to third level students with weak mathematical backgrounds: a case study

Many students who traditionally struggle with basic aspects of Mathematics have little or no concept of Mathematics as a living and growing subject area. They appear not to appreciate the background of the day-to- day Mathematics that they study, and which some of them may one day teach. These students generally have no exposure to this material and are unlikely to investigate the History of Mathematics independently. In this paper we will discuss the incidents that lead us to consider how to introduce students with weak mathematical backgrounds to the History of Mathematics. We will briefly mention the reasons why there are such significant numbers of students with these issues. We will also provide some detail on the first steps taken by the Mathematics Support Centre in the National University of Ireland Maynooth to try to introduce the background and context of Mathematics to these students. Based on the feedback we have received to date, we will discuss if these initiatives have had a positive impact in terms of students’ attitudes and results

Introducing the history of mathematics to third level students with weak mathematical backgrounds: a case study

Many students who traditionally struggle with basic aspects of Mathematics have little or no concept of Mathematics as a living and growing subject area. They appear not to appreciate the background of the day-to- day Mathematics that they study, and which some of them may one day teach. These students generally have no exposure to this material and are unlikely to investigate the History of Mathematics independently. In this paper we will discuss the incidents that lead us to consider how to introduce students with weak mathematical backgrounds to the History of Mathematics. We will briefly mention the reasons why there are such significant numbers of students with these issues. We will also provide some detail on the first steps taken by the Mathematics Support Centre in the National University of Ireland Maynooth to try to introduce the background and context of Mathematics to these students. Based on the feedback we have received to date, we will discuss if these initiatives have had a positive impact in terms of students’ attitudes and results

The Development of Mathematics Resources

In this paper we give a brief overview of the ongoing development of Re-usable Learning Objects in mathematics and statistics at the National University of Ireland Maynooth. We focus on the materials that are being developed in collaboration with other third level institutions and supported by the NDLR. We briefly discuss how the topics were selected, the type of resources being developed, the technologies being used and how the resources can be integrated with the wide range of existing materials available. The resources are designed to complement, not replace traditional methods of teaching

What type of student avails of mathematics support and why?

Students who avail of mathematics support vary both in terms of their mathematical ability and their reasons for seeking extra support. We will consider the conjecture that there is a difference in the pattern of attendance between first year groups and more senior students. We will consider attendance data from the first two years of operation of the National University of Ireland Maynooth Mathematics Support Centre. This data shows that at-risk first year students are more likely to attend the Mathematics Support Centre than students who are not deemed to be at-risk. For the senior students however, the majority attend not because they are in danger of failing, but because they want to maximise their grades

First Year Students’ Mathematics Learning Experiences at the National University of Ireland Maynooth

This paper considers the factors that impact on student success in first year science mathematics courses at the National University of Ireland Maynooth (NUI Maynooth). These factors include previous performance in the subject, attendance at lectures and tutorials, the number of assignments submitted, and attendance at the Mathematics Support Centre (MSC). The results of this initial study will be used to identify behaviour patterns that lead to successful completion of first year courses. The findings will help mathematics departments to target support initiatives in areas which are most likely to improve student learning

The Development of Mathematics Resources

In this paper we give a brief overview of the ongoing development of Re-usable Learning Objects in mathematics and statistics at the National University of Ireland Maynooth. We focus on the materials that are being developed in collaboration with other third level institutions and supported by the NDLR. We briefly discuss how the topics were selected, the type of resources being developed, the technologies being used and how the resources can be integrated with the wide range of existing materials available. The resources are designed to complement, not replace traditional methods of teaching

Adult Learners and Mathematics Learning Support

The provision of some level of Mathematics Learning Support (MLS) is now standard in the majority of Higher Education Institutions in Ireland, the UK, and in many other countries. This provision is, in part, a response to the large numbers of students entering Higher Education who do not have the mathematical skills required and this cohort includes a significant number of adult learners. Research indicates that these students have different motivations and approaches to learning than traditional age learners. This paper considers the analysis of a large scale student evaluation of Mathematics Learning Support in Ireland. In particular, it presents the responses and engagement levels of adult learners and compares these to those of traditional students. The findings are key to ensuring best practice in the provision of MLS for the wide variety of students who engage with it