Addressing mathematical deficits : the role of mathematics learning centres

There is a prevalence of mathematical deficits in higher education. This is exacerbated by the increasing number of students entering through non-traditional means. The ability to address these deficits, either prior to the commencement of an undergraduate degree or through the provision of additional mathematics assistance, is therefore vital for student success. This paper examines strategies implemented by a mathematics learning support unit in addressing mathematical deficits. As confidence is an essential component of learning, it is crucial that any course or assistance increases both confidence and mathematical knowledge. The two studies reported in this paper investigated student confidence levels upon commencement and completion of preparatory courses. The benefits of dedicated study spaces with tutor assistance, to encourage independent learning as effective and efficient methods of decreasing mathematical deficits was also investigated. The results of these studies highlight the importance of mathematics learning support units in universities. These units and their integrity should be preserved both nationally and internationally

Mathematics, the first step in the evolution of understanding physics : a preliminary investigation

Arnold Sommerfeld, a German theoretical physicist, stated ‘If you want to be a physicist, you must do three things—first, study mathematics, second, study more mathematics, and third, do the same’ (as cited in Kevles, 1995, p. 200). The importance of mathematics appears to be lost in a modern world of open universities with an emphasis on social inclusion. As governments encourage universities to increase their enrolments and admit greater numbers of non-traditional students, enabling (bridging) programmes are assisting students to gain the prerequisite knowledge required for successful undergraduate studies. This paper will present the preliminary results of a study examining students enrolled in an introductory physics course as part of an enabling programme in regional Australia. In particular the focus of the study is to determine the effect prior mathematics courses have on learning outcomes for these students. Students enrolled in the Introductory Physics course are required to have a very basic level of mathematics but mathematics and physics staff believe the level should be higher. Unfortunately, decisions are made at a higher level; as with many policy decisions made, they are made without discipline knowledge or input

Video enhanced multiple choice questions : personalising eLearning

Instructional videos have been successfully used to convey mathematical concepts to distance students. These videos allow the students to see and hear the mathematics, and the lecturer’s thought process, as if they were in a lecture. There is also the added advantage of being able to stop and rewind or replay until the concept is understood. While videos facilitate the students’ development of understanding, formative assessment provides both lecturer and student with an indication of the student’s understanding and mastery of a concept.For mathematics, formative assessment with handwritten feedback that indicates where the student has made a mistake is viewed as preferential. In the changing university culture few academics have the time to provide comprehensive handwritten feedback to large numbers of students for every concept presented within a subject. Further, for this feedback to be useful it needs to be returned to the student in a timely manner. The ability to provide instant feedback is one of the major advantages of online quizzes using multiple choice questions (MCQs).There are mixed attitudes towards MCQs within academia. For each attribute of MCQs, research can be found to both support and condemn it. Feedback from MCQs is undoubtedly fast but can it be effective? Using video enhanced feedback for online quizzes may provide the best of both worlds

Using a Tablet PC to facilitate the engagement and success of students

Never has higher education been more important. As a result of Government initiatives implemented to increase student engagement in learning, universities are striving to increase their mature-aged and low socio-economic student numbers. As these students are often the most vulnerable to dropping out, it is vital that they are provided with the necessary guidance and support required for a successful learning journey. The Mathematics Learning Centre (MLC) at CQUniversity Australia is utilising technology to not only enhance the delivery of bridging mathematics courses but to also provide the necessary support for students once they enter their undergraduate degrees. The Tablet PC is being used to create instructional videos to support and engage external (distance) bridging mathematics students; and to create short videos to help external undergraduate students with the mathematical content in their courses

Does teaching with a Tablet PC enhance the teaching experience and provide greater flexibility? What are the students' attitudes to teaching with a Tablet PC

This project aimed to uncover both students’ and lecturers’ perceptions of the use of technology in the teaching of preparatory mathematics. We believe that the students’ opinions of the delivery method of a subject can have a profound affect on their learning outcomes. As the lecturer/student interaction also has an affect on student learning outcomes, the researchers, as the lecturers of the courses, also participated in the study. This assisted in the understanding of students’ perceptions. No Literature was found that exactly matched our specifications. Though the literature does suggest a positive outcome for the majority of technology use in the class room, we cannot extrapolate from this the effect on adult learners in a preparatory mathematics class. The study was conducted over a two semester period. During this time students were exposed to both traditional teaching methods, i.e. use of a whiteboard, and the use of a tablet PC and projector combination. The researchers aimed to ascertain if the use of technology in mathematics class has a positive effect on the students. At the conclusion of the second semester both students and lecturers were requested to complete a questionnaire.The study suggested a direct correlation between the student perceiving the lecturer as being comfortable with the use of the technology and the student being favourably disposed to the use of technology. The researchers noted there were acceptance differences between the younger and the older students and those with and without prior computing experience. Overall the researchers found that the key to successfully integrating technology into the classroom was achieving a harmonious balance between the traditional and the technological that satisfied the needs all students and the lecturer

Video enhanced multiple choice questions : personalising eLearning

Instructional videos have been successfully used to convey mathematical concepts to distance students. These videos allow the students to see and hear the mathematics, and the lecturer’s thought process, as if they were in a lecture. There is also the added advantage of being able to stop and rewind or replay until the concept is understood. While videos facilitate the students’ development of understanding, formative assessment provides both lecturer and student with an indication of the student’s understanding and mastery of a concept.For mathematics, formative assessment with handwritten feedback that indicates where the student has made a mistake is viewed as preferential. In the changing university culture few academics have the time to provide comprehensive handwritten feedback to large numbers of students for every concept presented within a subject. Further, for this feedback to be useful it needs to be returned to the student in a timely manner. The ability to provide instant feedback is one of the major advantages of online quizzes using multiple choice questions (MCQs).There are mixed attitudes towards MCQs within academia. For each attribute of MCQs, research can be found to both support and condemn it. Feedback from MCQs is undoubtedly fast but can it be effective? Using video enhanced feedback for online quizzes may provide the best of both worlds

Evolving formative assessment for and with ubiquitous technologies

Formative assessment is a vital part of the learning process. It guides student learning and prepares them for summative assessment. The feedback that accompanies formative assessment is valuable for students’ learning. The combination of formative assessment and feedback facilitate the development of self-efficacy. Technology is not only changing the way students study and learn but also how assessment is conducted and managed. Globalisation and corporatisation of universities has changed the way academics work and has had an effect on teaching, assessment and feedback. This paper looks at how formative assessment in an enabling mathematics course has been developed to take advantage of changing technologies in a changing academic world

Capture the king: using analogies to teach mathematics to adults

The vicissitudes in higher education internationally has resulted in universities changing the focus of their undergraduate degrees, increasing enrolments and broadening participation. Non-traditional students, who would have once been excluded from university studies, are now being accepted. Given the resulting social and educational diversity of these students, how do we, as educators, prepare them for undergraduate study? Central Queensland University (CQU) is well known for accepting non-traditional students and has therefore provided services and courses to ensure that these students are prepared. Preparatory mathematics courses, for students wishing to gain entry to university, follow adult learning principles and can both provide content knowledge and increase confidence [1]. Students’ confidence in their ability in mathematics is important; as confidence in their ability increases so do their grades [2]. Over half of the students entering preparatory mathematics courses at CQU expressed a fear of mathematics [1]. Given that so many students have a fear of mathematics, reducing the fear and increasing confidence is therefore a vital part of teaching mathematics. Analogies are an excellent way to teach mathematics to adults. They enable connections to be forged which increases understanding, thus increasing confidence and reducing fear. Analogies enable mathematics concepts to be conveyed in a form that students can relate to, thus, increasing their understanding and confidence. One mathematics topic that the majority of preparatory students fear is algebra, which is often due to it being perceived as more abstract and thus irrelevant to the ‘real world’. Using chess as an analogy in assisting students to understand the rearranging of an equation and especially the order in which to solve algebraic equations is extremely beneficial. Students are excited that mathematics can be viewed in a manner far removed from those tedious repetitious learning methods many learnt in school. Equation solving then becomes analogous to role playing as students metaphorically eliminate the ‘guards’ and capture the ‘king’. Many students have commented “I always hated algebra in school if only they had taught it like this”. Anecdotal evidence suggests that students better relate to course content when analogies are used to simplify the concepts and provide contextual connections. It also suggests a reduction in cognitive overload and increased engagement

Assessment in an era of increased social inclusion in higher education

Throughout our entire lives we are being assessed. Assessment on individuals commences prior to birth and concludes after death. Assessment can be valuable or worthless, misleading and harmful depending on the nature of those conducting it and the processes they use. As universities take advantage of the Australian Government’s Social Inclusion policy it is important to note; equal is not always equitable. Assessment is plagued by the same equity issues as every other aspect of modern life. Designing assessment capable of augmenting equity requires a thorough and alternate consideration of the way learning is to be assessed and the response to and effect of the assessment process on different individuals and groups (Killen, 2005). It is a major challenge to design assessment with enough flexibility to cater to the requirements of different students whilst continuing to maintain integrity. A study conducted by CQU STEPS mathematics staff examined student assessment, submission and feedback within the context of enabling mathematics courses

Use of Tablet PCs at CQUniversity to create a paperless environment for courses

Tablet PCs and Learning Management Systems have provided the platform for the transition of multi-mode and multi-campus courses into a paperless environment. This has greatly improved efficiency in coordination and delivery of courses.This presentation seeks to explore best practices in a case study of the running of CQUniversity’s bridging mathematics course. The university’s Transition Mathematics 1 (TM1) bridging course currently has enrolments in excess of 1000 per year. This includes enrolments of on-campus attendance in 1 or 2 semesters across 5 campuses, and of external/off-campus attendance over 1 or 2 semesters or self paced (up to 2 years to complete).Due to the inherent nature and level of the course, full working must be shown on assessment items, which results in paper based assessment items. External students submit assessment via mail, fax or email (scanned). Distributing workload across the five campuses presents disadvantages to (external) students in turn-around time for the return of assessment.Our use of tablet PCs creates a paperless environment, which allows the assessment items, once processed, to be available essentially instantaneously to the lecturers on the campuses. The electronic format allows for the return of the assessment and feedback via email, also substantially reducing turn-around time. This yields a turn around time of two/three days on assessment feedback, as well as providing copies for moderation and accreditation archiving. The tablet PC has also substantially increased the moderation turn-around time of assessment items for internal students, making tablet PCs tremendously beneficial regardless of the mode of delivery of the course