The 13th Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics

Ngā mihi aroha ki ngā tangata katoa and warm greetings to you all. Welcome to Herenga Delta 2021, the Thirteenth Southern Hemisphere Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics. It has been ten years since the Volcanic Delta Conference in Rotorua, and we are excited to have the Delta community return to Aotearoa New Zealand, if not in person, then by virtual means. Although the limits imposed by the pandemic mean that most of this year’s 2021 participants are unable to set foot in Tāmaki Makaurau Auckland, this has certainly not stopped interest in this event. Participants have been invited to draw on the concept of herenga, in Te Reo Māori usually a mooring place where people from afar come to share their knowledge and experiences. Although many of the participants are still some distance away, the submissions that have been sent in will continue to stimulate discussion on mathematics and statistics undergraduate education in the Delta tradition. The conference invited papers, abstracts and posters, working within the initial themes of Values and Variables. The range of submissions is diverse, and will provide participants with many opportunities to engage, discuss, and network with colleagues across the Delta community. The publications for this thirteenth Delta Conference include publications in the International Journal of Mathematical Education in Science and Technology, iJMEST, (available at https://www.tandfonline.com/journals/tmes20/collections/Herenga-Delta-2021), the Conference Proceedings, and the Programme (which has created some interesting challenges around time-zones), by the Local Organizing Committee. Papers in the iJMEST issue and the Proceedings were peer reviewed by at least two reviewers per paper. Of the ten submissions to the Proceedings, three were accepted. We are pleased to now be at the business end of the conference and hope that this event will carry on the special atmosphere of the many Deltas which have preceded this one. We hope that you will enjoy this conference, the virtual and social experiences that accompany it, and take the opportunity to contribute to further enhancing mathematics and statistics undergraduate education. Ngā manaakitanga, Phil Kane (The University of Auckland | Waipapa Taumata Rau) on behalf of the Local Organising Committ

The development and use of background mathematics materials needed by students for engineering programs at Central Queensland University

This paper seeks to explore issues inherent in the development of learning materials for the Mathematics Learning Centre (MLC) at Central Queensland University (CQU). The materials were designed to provide a range of learning experiences in order to enhance students’ understanding of mathematical content and concepts in background mathematics for Engineering programs at CQU. A Mathematics Skills Audit test and web-based materials were prepared to assist the students. The paper also presents a number of guiding principles for the design and development of learning materials used by the MLC

The development and use of background mathematics materials needed by students for engineering programs at Central Queensland University

This paper seeks to explore issues inherent in the development of learning materials for the Mathematics Learning Centre (MLC) at Central Queensland University (CQU). The materials were designed to provide a range of learning experiences in order to enhance students’ understanding of mathematical content and concepts in background mathematics for Engineering programs at CQU. A Mathematics Skills Audit test and web-based materials were prepared to assist the students. The paper also presents a number of guiding principles for the design and development of learning materials used by the MLC

Preparing distance education Built Environment students for an academic program

BACKGROUND CQUniversity offers five Built Environment programs across three disciplines in Construction Management, Building Surveying and Building Design. The programs require between four and seven years of study. The programs are offered in distance education, command a high level of commitment and are considered extremely challenging. Attrition rates are high and are amplified by students entering the programs to achieve goals such as gaining a promotion rather than an interest in the program itself. Therefore, there is a definite need to engage and prepare commencing first year students to ensure they have the motivation and skills necessary to continue. PURPOSE To determine 1) if introducing a program specific on-line course equips students with the necessary skills to successfully complete an academic program in the Built Environment exclusively through distance study, and 2) whether the introduction of a scaffolded learning environment creates an online presence that improves student retention and overall student academic outcomes. DESIGN/METHOD Term 1 students were surveyed in week 6 and at completion. The survey gathered information of students’ prior knowledge and skills with relation to academic achievement and skill, industry knowledge and communication ability. As all students were studying by distance, they were also questioned on the usefulness of additional study resources, virtual classrooms and support supplied with the course previously not part of the Built Environment programs. As engagement was considered critical to students not feeling isolated, students were also questioned with regards to promptness of feedback. RESULTS The study found a reduction in students’ apprehension when studying in distance mode, specifically with regards to resources. Students felt more confident in tackling other courses within their programs and feedback was considered beneficial to their studies, especially as the majority was provided within one week. The study further found that online virtual classrooms stimulate student interaction with other students as well as with staff. The shortcomings in the provision of information in a rudimentary course profile with relation to assessment requirements were highlighted. It was found that students focus on assessment requirements rather than assimilating course resource material. Additionally, the use of online forums do not adequately convey important course related information to full-time employed students in a distance program at a regional university. CONCLUSIONS It was concluded that a foundation course with supported frameworks, containing formative assessment, regular and prompt feedback and continuous availability of academic support, encourages commencing students’ engagement in resource material and course content. Although similar studies conducted in engineering, mathematics and the social sciences have delivered similar results, they were not exclusively instigated to arrest attrition in a distance education program. Course scaffolding and support also increased student confidence which in turn benefited academic progression in their program

Community informatics - a role in emancipatory learning in distance education

It is well documented that the use of Information Communication Technologies (ICT) in the context of teaching and learning can increase the possible use of a greater range of teaching and learning options for on-campus and distance education modes of course presentations, through open learning, online and resource based learning etc. Furthermore, in the provision of distance education the use of learning centres, small groups or individuals can bring new learning opportunities into local community advantage. This can assist in the development to ëlearning communities by widening access in local communities to education and training opportunities, increasing interpretation of knowledge in a local context and supporting existing educational systems (Longworth,1999). The use of ICT by regional (territorial) communities as a technology strategy or discipline is defined in this paper as community informatics (CI). As indicated by Gurstein (2000), CI can link ICT at the community level with emerging opportunities in community development and life long learning. As such, this term brings together the concepts of ICT and that of community development based on individual growth within a framework of shared learning, sharing experience across cultural and geographic boundaries and interpreting information from within a community context to create applicable knowledge. In conjunction with the developments in the use of ICT to improve equity of access for distance education, there has also been an increasing realisation of the need for educational institutions to provide a leadership role in society for democratic process and to address issues of equity (Harkavy, 1998). This paper addresses role of online approaches for distance education from a theoretical stance. It exposes the dangers of unitary approaches that the use of ICT can promote and outlines an approach, which can assist local communities benefit from a wider interpretation of knowledge available through online distance education

Preparing non-traditional students for engineering degrees

Engineering employment in Australia is cyclic in nature. Australian Government reports indicate that in the past five years there has been a threefold increase in the average number of candidates for engineering positions and a doubling in the proportion of vacancies filled. Until relatively recently there was a surplus in engineering positions; making engineering an attractive career option for students. Students tend to decide on their study direction based on the present economic climate, thus the present downturn in the resource sector and the reduction of engineering positions may result in another shortage of engineering graduates in five years' time. Previous shortages in qualified engineers, combined with the Australian Government's widening participation agenda, have attracted many non-traditional students to pursue engineering degrees. The number of non-traditional students entering the Bachelor of Engineering at Central Queensland University has more than doubled between 2011 and 2014. As engineering bachelor degrees have mathematics prerequisites or assumed knowledge, non-traditional students use enabling programmes to gain entry into these degrees at Central Queensland University. In this study we examine the effectiveness of enabling mathematics units preparing non-traditional students for a bachelor of engineering degree. References N. Adams, A. Dekkers, and S. Elliott. Supportive frameworks that increase mathematical knowledge and confidence in students enrolled in bridging mathematics courses. In Proc. Int. Conf. Mathematics, Science and Technology Education, Kruger National Park, South Africa, 2012. University of South Africa. http://hdl.cqu.edu.au/10018/928333. N. Adams and C. Hayes. Does teaching with a tablet pc enhance the teaching experience and provide greater flexibility. In Australasian Tablets in Education Conference. Monash University, Dec. 2009. http://hdl.cqu.edu.au/10018/917340. N. M. Adams, C. J. Hayes, S. Elliott, A. J. Dekkers, D. F. Johnston, and R. Dodd. Transformative learning: Increasing the confidence of enabling mathematics students. Int. J. Sci. Math. Tech. Learn. 21(2-3):19–29, 2015. http://ijlsmtl.cgpublisher.com/product/pub.266/prod.86. J. A. Athanasou and I. Lamprianou. A teacher's guide to assessment. Sense Publishers, 2002. https://www.sensepublishers.com/catalogs/bookseries/other-books/a-teachers-guide-to-educational-assessment/ Queensland Study Authority. Mathematics B senior syllabus, 2014. https://www.qcaa.qld.edu.au/downloads/senior/snr_maths_b_08_syll.pdf. W. Binney and C. Martin. How do rural students choose their higher education institutions? Two regional Australian cases. J. Institut. Res. Austral. 6:74–80, 1997. http://www.aair.org.au/articles/volume-6-no-2/6-2-how-do-rural-students-choose-their-higher-education-institutions-two-regional-australian-cases M. Brueckner, A. Durey, R. Mayes, and C. Pforr. The mining boom and Western Australia's changing landscape: Towards sustainability or business as usual? Rural Society, 22(2):111–124, 2013. doi:10.5172/rsj.2013.22.2.111. Central Queensland University, Australia. Student demographics. CQUniversity Intranet, 2015. G. E. Davis and M. A. McGowen. Formative feedback and mindful teaching of undergraduate mathematics. In Proc. 30th Conf. Int. Group Psychology of Mathematics Education, 241, 2006. http://www.cees.mak.ac.ug/sites/default/files/ED496931.pdf. Department of Employment. Labour market information portal, 2015. http://lmip.gov.au/default.aspx?LMIP. S. Doyle. STEPS: Celebrating 20 Years 1986–2006. Technical Report, Central Queensland University, 2006. http://hdl.cqu.edu.au/10018/1013477 T. Drewes and C. Michael. How do students choose a university? An analysis of applications to universities in Ontario, Canada. Res. High. Edu., 47(7):781–800, 2006. doi:10.1007/s11162-006-9015-6. D. Dunning, C. Heath, and J. M. Suls. Flawed self-assessment implications for health, education, and the workplace. Psychol. Sci. Pub. Interest, 5(3):69–106, 2004. doi:10.1111/j.1529-1006.2004.00018.x. Engineers Australia. Inquiry into the shortage of engineering and related employment skills. Technical Report, Senate Education Employment and Workplace Relations References Committee, 2012. https://www.engineersaustralia.org.au/sites/default/files/shado/Representation/Government%20Submissions/2012/engineers_australia_submission_to_senate_skills_shortage_inquiry_-_march_2012.pdf. Australian Government. Budget, 2015. http://www.budget.gov.au/2015-16/index.htm. J. Hattie. Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge, 2008. doi:10.4324/9780203887332. Labour Market Research, and Analysis Branch, Department of Employment. Labour market reserch–-engineering professions. Technical Report, 2015 https://docs.employment.gov.au/system/files/doc/other/ausengineeringprofessions.pdf. G. S. May and D. E. Chubin. A retrospective on undergraduate engineering success for underrepresented minority students. J. Engineer. Edu., 92(1):27–39, 2003. doi:10.1002/j.2168-9830.2003.tb00735.x. B. McDonald and D. Boud. The impact of self-assessment on achievement: The effects of self-assessment training on performance in external examinations. Assess. Edu.: Principles, Policy, Practice, 10(2):209–220, 2003. doi:10.1080/0969594032000121289. G. A. Miller. The magical number seven, plus or minus two: Some limits on our capacity for processing information. Psychol. Rev. 101(2):343, 1994. doi:10.1037/0033-295x.101.2.343. A. Porter and S. Denny. Building leadership capacity for development and sharing of mathematics learning resources across disciplines and universities. Technical Report, 2013. http://www.olt.gov.au/project-building-leadership-capacity-uow-2007. D. Robson, W. Abell, and T. Boustead. Scaffolding for learning equation solving. In Crossing divides. Proc. 32nd Ann. Conf. Mathematics Education Research Group of Australasia. Palmerston North, NZ, 2009. http://www.merga.net.au/node/38?year=2009. TechSmith Corporation. Camtasia studio version 8.6.0, 2015. https://www.techsmith.com. V. Validakis. Australia entering phase three of mining boom, 75,000 jobs to be cut. Australian Mining, July 2014. https://australianmining.com.au/news/australia-entering-phase-three-of-mining-boom-75000-jobs-to-be-cut-2/. J. J. van Merrienboer and J. Sweller. Cognitive load theory and complex learning: Recent developments and future directions. Edu. Psychol. Rev. 17(2):147–177, 2005. doi:10.1007/s10648-005-3951-0

Preparing enabling students for undergraduate study through the use of ubiquitous technologies

Adams, NM ORCiD: 0000-0003-0014-244XThe Australian Government initiatives, implemented to broaden student engagement in learning, have resulted in Australian universities endeavouring to increase their mature-aged and low socio-economic numbers. As these students are often the most susceptible to attrition, providing the necessary guidance and support is essential. With many students from this demographic studying by distance it is becoming increasingly important to innovatively engage them. Adopting Tablet PCs allows for the provision of instructional videos, electronic study guides and formative assessment, which can be electronically marked and quickly returned, thus facilitating the effective guidance and support of students. In order to evaluate the effectiveness of this approach, a study was conducted to examine the efficacy of integrating technology into enabling mathematics courses. Distance students were questioned regarding their attitudes relating to all aspects of the course provided through the use technology

Reducing turnaround time: electronic marking using the tablet PC

Adams, NM ORCiD: 0000-0003-0014-244XIn order to overcome known difficulties associated with studying externally and provide a quality learning environment, CQUniversity Mathematics Learning Centre’s (MLC) course developers are guided by the Seven Principles for Good Practice in Undergraduate Education (Chickering & Gamsen, 1987) that are endorsed by the CQUniversity Academic Board. According to the Seven Principles, good practice in undergraduate education:1. Encourages contact between students and staff 2. Develops reciprocity and cooperation among students 3. Encourages active learning 4. Gives prompt feedback 5. Emphasises time on task 6. Communicates high expectations 7. Respects diverse talents and ways of learning.This presentation seeks to explore the electronic marking of assessment via the Tablet PC, how this relates to the seven principles of good practice in undergraduate education and student feedback. A significant issue at many universities is the lengthy turnaround time for returning assessment to students. As the main purpose of formative assessment, in particular, is to provide timely effective feedback to students before they progress further in the course, a turnaround time of almost two weeks is counterproductive. In order to address this issue the Mathematics Learning Centre (MLC) at CQUniversity (CQU) moved to electronic marking in 2006. A survey of external students conducted by the MLC found students not only appreciated the quick turnaround but found the handwritten annotations facilitated by the Tablet PC invaluable.Some scholars such as Hume (2001) find that the writing surface of the Tablet PC producespoor quality writing and has the effect of making bad writing worse. Our initial surevey confirmed that it is not the quality of the writing that is important to students but the quality of the feedback that is provided. We use our formative assessment as a teaching tool. Mistakes are highlighted and the problem is reworked correctly demonstrating correct working and setting out. Extra annotations are added as required to aid the students understanding.We (MLC) now have been using Tablet PCs to electronically mark for almost five years and students regularly comment on how quickly we mark their work. We are currently measuring the effectiveness of our current system and how students respond to the changes implemented in response to our initial survey. We will report on this in the future

Utilising technology to increase student engagement and success in bridging mathematics

As a result of recent Government recommendations and initiatives, CQUniversity is striving to increase the participation rates of mature-aged and low socioeconomic students. As many of the targeted students do not meet the necessary entry requirements for undergraduate study, the demand for bridging programmes has subsequently increased. Overcoming the challenges encountered from catering for the diverse range of ages and educational, cultural and socioeconomic backgrounds of bridging students is a priority for the Mathematics Learning Centre (MLC). The majority of students entering Transition Mathematics 1 (TM1), the introductory level of the MLC suite of courses, possess limited mathematical knowledge coupled with a very negative view of mathematics. As this negativity is often a consequence of repeated failure, resulting in a fear of mathematics and many not progressing beyond Year 10, the MLC’s task is significant. In order to engage and increase the success of these students, the MLC has taken advantage of the innovation afforded by the Tablet PC. The Tablet PC has been utilised to deliver lectures to internal TM1 students and for creating instructional videos for external (distance) students. Two studies were conducted to evaluate the effectiveness of the technology in each mode of delivery. This paper will provide a background of bridging programmes at CQUniversity, explain how the Tablet PC is utilised within TM1, summarise the findings of each of the studies and outline of how the results have been used to further enhance the delivery of all transition mathematics courses thus improving the learning outcomes of students