University of Greenwich Journals and Working Papers
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How important is community to mathematics and statistics distance learners?
Full text linkBeing part of a community has been shown to support the development of academic resilience, promote retention and improve attainment. This paper discusses the findings of a study which investigated the importance and experience of student communities for distance learning students currently studying mathematics and statistics modules. It was found that community with students on the same module or on similar degrees was the most important, whilst community with students in the same faculty; at the same university; with similar characteristics and with students in general were less valued. The proportion of students that felt community was important was significantly higher than those that felt part of a community. Students near the end of their degree felt community within a module was more important than students who had recently started, but felt other community groups were less relevant. Equally, students near the end of their degree were more likely to feel part of a community with others studying the same module than students at the start of their degree. Qualitative responses reinforced the priority of community with students on the same module but indicated a significant proportion of students had no interest in community, and there was notable variation in student views on how community could be generated
FYiMaths NSW December 2023
No full textIn this article, a summary is provided of the recent First Year In Mathematics (FYiMaths) New South Wales meeting held at the University of Wollongong, Australia, and online. The theme of the meeting was “Technology and Mathematics/Statistics” and the day comprised a total of 12 talks. We provide a brief background of FYiMaths, followed by a summary of the talks, and concluding remarks
Teacher Educators’ Experiences of Using The Mursion® Simulation Programme: A Case of a South African University
No full textThis article explores the experiences of teacher educators at a South African university regarding their use of the Mursion® simulation program during pre-service teacher training. The study aimed to investigate these teacher educators’ experiences and perceptions of using the Mursion® simulation software by means of semi-structured interviews, and subsequent thematic analyses. Three themes were predominantly discussed during the interviews, namely, initial impressions of the Mursion® software, favourable aspects associated with the software, and less-favourable aspects associated with the software. The respondents’ initial impressions revealed a mixture of satisfaction, excitement, and uncertainty. The favourable aspects included the realism of the virtual classroom environment and experience, the opportunity for practice and skill development, and the potential for increased pre-service teacher preparedness. The less-favourable aspects highlighted were some anxiety and intimidation related to the technical nature of the software and the initial learning curve. The findings suggest that the software has the potential to enhance teacher education by providing a realistic and immersive classroom experience for pre-service teachers. The importance of technological support and training for educators to fully utilize such programs is also highlighted
A level Mathematics (England) grade distributions and grade boundaries 2019-2023
Full text linkThis article sets in context the A level Mathematics qualifications (in England) awarded in Summer 2023 with those awarded in 2019-2022, along with year-on-year overall comparisons of grade profiles, and year-on-year comparisons of grade boundaries and grade profiles for each of the four A level Specifications: Pearson/Edexcel, AQA, OCR A and OCR B (MEI)
Capacity Building in Mathematics and Statistics Learning Support in Norway and the Czech Republic (MSLS Net)
Full text linkThis report describes the final meeting of the project "Capacity Building in Mathematics and Statistics Learning Support in Norway and the Czech Republic (MSLS Net)" held at the Tomas Bata University in Zlín, Czech Republic (June 12-14, 2023). Provision of mathematics and statistics learning support (MSLS) is developing rapidly in many parts of the world and activity in Norway and the Czech Republic has been accelerated significantly through this EEA Grants funded project. Representatives of each of the five partner institutions worked on creating a summary of good practices in tutor training, designing learning resources, and in delivering, monitoring and evaluation of mathematics and statistics support. Provision varied considerably across the institutions and the centres represented demonstrated diverse and innovative ways in which mathematics support is evolving. Outputs from the project include a Handbook on good practice and a booklet concerned with mathematics support centre tutor training, including pedagogic training and learning resources for the development of the tutors as described below. Finally, consideration turned to the value of establishing a professional network to continue this important work. The report will be relevant to other international groups interested in working in university level mathematics and statistics support
Facilitating collaborations between home and international students; different perspectives of engagement associated with having responsibilities in a group environment
Full text linkThis case study reports on students’ responses to a newly designed group project used in a second-year undergraduate module at the University of Liverpool. The goals of the group project were to improve student engagement in the module and facilitate a collaboration between home and international students to develop a broader sense of student community within the department of mathematics. The extent to which these goals were achieved are explored in detail
Project-based learning integrated with e-Assessment
Full text linkThis paper explores a recent move towards project-based learning for a first-year undergraduate statistics module at the University of the West of England, Bristol. The course is aimed at students specialising in Mathematics and Statistics. A classroom-based end of module project week was developed with the focus on project-based learning, supported by Dewis-R data generation and e-Assessments. Simulation of a practice-based environment with a dedicated working area and daily deadlines is incorporated to enhance the activity. Students are faced with a highly relevant statistical analysis task, that is large and has not had the prior data screening or cleansing that they may be accustomed to in basic didactic teaching. Indications are that the project-based learning approach, assessed during a project week with supplementary e-Assessments and a final report, is well received and leads to improved student outcomes
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