Mathematics education in the margins: Proceedings of the 38th Annual Conference of the Mathematics Education Research Group of Australasia

Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia (MERGA) held on the Sunshine Coast in Queensland in 2015

How using criteria sheets in a first year mathematics course has led to an improvement in the students’ ability to communicate mathematics

BACKGROUND For Queensland secondary students criteria sheets are an integral part of the assessment process. For senior mathematics the criteria includes three categories, each of equal value, called ‘Communication and Justification’, ‘Knowledge and Procedures’ and ‘Modelling and Problem Solving’. The first category develops the students ability to convincingly explain why they have reached the particular mathematical solutions they came up with. At university the communication aspect of the first category is not obviously valued according to Christina Varsavsky, Dean of Science, Monash University, who argues that university mathematics is procedural driven (Johnson, 2013), that is, students are expected to learn formulas and apply them without necessarily understanding them. AIMS This project aims to determine whether the use of criteria sheets with mathematics assessment supports students to know what is expected of them. DESCRIPTION OF INTERVENTION This presentation reports on part of the Maths Assess project that analyses how teaching staff in a first year university mathematics course used criteria sheets to assess the communication skills in addition to other criteria. The criteria sheets were developed using aspects of a comprehensive set of criteria for all assessment in maths that has been developed by the Maths Assess project. The first year teaching team then fine-tuned the criteria for use in a mathematics assignment as well as a mid-semester and end-of-semester exam. Each criteria sheet and the task itself were discussed with students during lectures prior to their assessments, and placed on the course blackboard site, so that all students were familiar with the expectations. The overall course was designed for students who required only one mathematics course as part of their science degree. Students had limited maths background, that is, very few students had completed Maths B (Maths Methods) at school and many where mature entry students. DESIGN AND METHODS Data was collected using a survey, two focus group interviews, one with students and one with teaching staff and a critical reflective journal kept by the lecturer/course co-ordinator. Student papers were moderated so that all teachers applied the criteria consistently. RESULTS Analysis of the initial data indicates that there has been an improvement in the standard of communication, that is, in the students’ own ability to explain themselves in the assignment and the exams and in the readability of the exams and presentation of the assignments. CONCLUSIONS The initial results from this project have demonstrated improved mathematical communication of their thinking by the students. Tutors have reported that it is easier to mark exam papers due to improved explanations by the students. REFERENCES Johnson, L. (2013, September 2). Maths Assess Project. Retrieved June 2, 2014, from http://www.acds.edu.au/tlcentre/2

How are we progressing with academic numeracy at regional universities? Perspectives from first-year undergraduate studies

This study provides an overview of the support provided for academic numeracy for first-year students across six Australian regional universities. Survey analysis of university academics provided an overview of the approaches used in academic numeracy in diverse cohorts. Further investigations via semi-structured interviews and secondary data were performed, providing details of the level of academic numeracy required in the subjects offered, identification of at-risk students and strategies for student support, and student responses to service provision. A case study at one university provided a more detailed view of the factors influencing attrition in first-year academic numeracy subjects. This case study highlighted issues related to a one-size-fits-all approach and findings argue for a more nuanced cohort-based approach that combines conventional statistical analysis with analysis that provides a more detailed view of complex scenarios. The study suggests that while support services are not responding well to the issue of attrition, better targeting individual student support may lead to improvements. © 2020, Mathematics Education Research Group of Australasia, Inc. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Nargiz Sultanova ” is provided in this record** Sultanova, Nargi

Variations on a Theme: Pre-service Mathematics Teacher Reflections Using an Affect-based Critical Moment Protocol

Examining critical incidents in the mathematics classroom is a useful way for pre-service teachers to understand the experience of teaching. This paper examines the development and trialling of variations of a novel affect-based critical moment protocol that enables preservice mathematics teachers to reflect on their teaching performance. The emotions experienced in these moments were examined using self and group reflection, considering the thoughts and actions occurring immediately prior to, or during those moments. The four case studies presented report on trialled variations of this reflection process in a range of programs and delivery modes in four regional Australian universities

How are we progressing with academic numeracy at regional universities? Perspectives from first-year undergraduate studies

This study provides an overview of the support provided for academic numeracy for first-year students across six Australian regional universities. Survey analysis of university academics provided an overview of the approaches used in academic numeracy in diverse cohorts. Further investigations via semi-structured interviews and secondary data were performed, providing details of the level of academic numeracy required in the subjects offered, identification of at-risk students and strategies for student support, and student responses to service provision. A case study at one university provided a more detailed view of the factors influencing attrition in first-year academic numeracy subjects. This case study highlighted issues related to a one-size-fits-all approach and findings argue for a more nuanced cohort-based approach that combines conventional statistical analysis with analysis that provides a more detailed view of complex scenarios. The study suggests that while support services are not responding well to the issue of attrition, better targeting individual student support may lead to improvements

Academic numeracy and first year undergraduate studies across six regional universities

This paper is a preliminary investigation into first year undergraduate students’ progress in academic numeracy studies across six Australian regional universities. The paper analyses a survey of university teachers, follow-up interviews and secondary academic numeracy data. Initial findings are presented in terms of the nature of academic numeracy required in the subjects offered and support strategies provided. The study suggests that support services are not contributing well to attrition in subjects requiring academic numeracy. Some effects are due to the diversity of the student body and further research is needed on both localised and
 cross-university approaches that focus on student’s goals and personal agency

Comparing the development of Australian and German 7-year-old and 8-year-old’s counting and whole number learning

Gervasoni A, Peter-Koop A. Comparing the development of Australian and German 7-year-old and 8-year-old’s counting and whole number learning. In: Marshman M, Geiger V, Bennison A, eds. Mathematics Education in the Margins. Proceedings of the 38th Annual Conference of the Mathematics Research Group of Australasia . Adelaide: MERGA; 2015: 261-268

Collaboration and co-creation in regional and remote education : case studies from initial teacher education programs

Education policies and practices developed for urban populations are not always effective when implemented in regional and remote locations. Despite government policy initiatives that may provide for collaboration across communities, a singular issue is that a diversity of solutions may be required rather than a 'one size fits all' approach. This article presents a potential solution to this problem through engaging collaboration and co-creation to optimise educational opportunities in initial teacher education in Australia. Qualitative analysis of a collaborative and co-created process of enhancement, lesson development and reflection brings together the every-day problem-solving processes used by pre-service teachers and classroom students with those used by research scientists and community experts. A consequence of such a process that benefits regional and remote communities is the development of collaborative networks founded in co-creation of educational opportunities and based on daily life in local communities

Exploring pre-service teachers’ affective-reflective skills: the effect of variations of a novel self-evaluation protocol

The performance of pre-service teachers (PSTs) is generally assessed during practicum by supervising teachers or observers who may provide subjectively different evaluations known to lack reliability and validity. This article examines a way to shift the evaluative emphasis to use of affective-reflective skills through use of a protocol that also serves to improve the emotional literacy and confidence of PSTs. The article explores variations of a novel protocol in which the observer plays the non-judgmental role of a facilitator, with the PST using self-determined emotion (affect) as a basis for self-evaluation of their own teaching performance in group and self-reflection. These protocol variations are explored across PST programs at six different universities using the notion of engaging a PST’s emotional states as critical moments in their lesson. A subsequent reflection involves interpretation and pedagogical analysis of those affect-based moments. The overall impact was twofold: the reflection helped the PSTs determine changes in their teaching approaches that improve confidence; and, the protocol provided a self-evaluation of teaching performance that placed the PST in the central decision-making role. These findings have implications for program design, teacher educator pedagogy and future research