Measuring the Effectiveness of Mathematics Support resources

This sigma guide has been written for those who are responsible for managing mathematics support centres. It is the culmination of a project involving staff from many support centres around the UK. Authored by Dr David Green, Mathematics Education Centre, Loughborough University, it contains a wealth of advice and information for those who want to gather student feedback, and contains examples of forms which are currently being used.

Undergraduate life sciences studies require students to possess certain key numeracy skills and these same skills are sought from graduates by employers. Since September 2011 we have offered optional attendance drop-in sessions and locally produced online resources to support students with the numeracy requirements of our life sciences undergraduate courses. Details of the content of this support along with attendance figures and importantly student feedback are presented here. Chrystalla Ferrier: (2013) A Multifaceted Approach to Numeracy Support for Life Sciences Students. MSOR Connections 13(2), 24-30. DOI: 10.11120/msor.2013.00013

This paper by Shazia Ahmed, Jane Joy, and Deirdre Moriarty describes the evaluation of a formula card for nursing students created at the University of Glasgow. (2013) MSOR Connections 13(1), 41-44. DOI: 10.11120/msor.2013.13010041

Statistical Advisory Services are an innovative and valued approach to providing statistical advice centrally to final year undergraduate and postgraduate students. This paper reflects on the experiences of a new UK university in developing such a service through a HE STEM Practice Transfer Adopters partnership project. The Projectâ??s adopted strategies to partner with other university stakeholders are evaluated. In particular, partnerships with faculty- based staff and running staff development training courses are identified as effective development strategies. Peter Samuels and Maggie Gibson (2013) Developing a statistical advisory service through effective partnerships, HEA STEM, http://wwwnew1. heacademy.ac.uk/assets/Documents/disciplines/stem/conf-proceedings- 2013/MSOR/full%20papers/msor_062.pdf

This study examined levels of mathematics and statistics anxiety, as well as general mental health amongst undergraduate students with dyslexia (n?=?28) and those without dyslexia (n?=?71). Students with dyslexia had higher levels of mathematics anxiety relative to those without dyslexia, while statistics anxiety and general mental health were comparable for both reading ability groups. In terms of coping strategies, undergraduates with dyslexia tended to use planning-based strategies and seek instrumental support more frequently than those without dyslexia. Higher mathematics anxiety was associated with having a dyslexia diagnosis, as well as greater levels of worrying, denial, seeking instrumental support and less use of the positive reinterpretation coping strategy. By contrast, statistics anxiety was not predicted by dyslexia diagnosis, but was instead predicted by overall worrying and the use of denial and emotion focused coping strategies. The results suggest that disability practitioners should be aware that university students with dyslexia are at risk of high mathematics anxiety. Additionally, effective anxiety reduction strategies such as positive reframing and thought challenging would form a useful addition to the support package delivered to many students with dyslexia. Jordan J.-A., McGladdery G. and Dyer K. (2014), Dyslexia in Higher Education: Implications for Maths Anxiety, Statistics Anxiety and Psychological Well-being, Dyslexia, 20 (3), pages 225–240, doi: 10.1002/dys.1478

In a time when mathematical unpreparedness is rife and learning support is most urgently needed, this investigation by Claire Carroll and supervised by Dr. Olivia Gill. (2011) seeks to evaluate the effectiveness of the mathematics learning centre in the University of Limerick. Qualitative and quantitative data on the impact of the mathematics learning centre on the students' mathematics education and students' attitudes towards mathematics were collected through the use of student questionnaires. Analysis of this data provides significant evidence that the mathematics learning centre is making an invaluable contribution to the mathematical experience of the students who are availing of its services. The results of this study strongly support the belief that mathematics learning centres have the potential to provide students with both the affective and cognitive support that is so critical to many of the students entering third level education presently.

The Mathematics Learning Support Centre (MLSC) in the Dublin Institute of Technology (DIT) provides free mathematical support to all DIT students. This support is primarily delivered through a drop-in service, where students can receive one-to-one tuition, without an appointment, in any area of mathematics. In the first semester of the 2013/14 academic year a significant proportion (approximately 42%) of students that availed of this drop-in service were mature students enrolled in Engineering programmes. This is of particular interest as mature students constitute a relatively small proportion of the total student body, motivating a deeper study of the reasons for the high levels of engagement in this cohort. To this end two focus groups were conducted, involving both those who did and did not attend the MLSC. Particular interest was paid to the motivations for attendance/reasons for non-attendance. The motivations of mature students were found to be multifaceted while the reasons for non-engagement given were mostly in line with the literature. In addition some quantitative analysis was carried to determine what effect the MLSC had on studentâ??s academic performance. Cormac Breen, Michael Carr and Mark Prendergast (2014) Investigating the Engagement of Mature Students with Mathematics Learning Support. Proceedings of the 17th Mathematics Working Group Seminar, Dublin 2014, http://sefi.htwaalen. de/Seminars/Dublin2014/17th%20SEFIMWG%20Seminar/Tuesday%20Session%201/MWG2014_Breen.pdf

This paper, by Mac an Bhaird & O'Shea, is an overview of the 3rd Irish Irish Workshop on Mathematics Support and Learning Centres. Being able to accurately evaluate support centre services is a very important issue. We hosted this conference inviting speakers from support centres in Ireland and leading experts in the UK to discuss the procedures they use to evaluate their services. This paper is an overview of the talks given and contains many relevant links for similar material in the area

FOR COPYRIGHT REASONS YOU MAY BE UNABLE TO ACCESS THIS LINK DIRECTLY. This paper, by Helen MacGillivray, Queensland University of Technology, describes learning support in mathematics and statistics in Australian universities. Analysis of data for students studying mathematics and statistics contributes to growing evidence that such learning support is fulfilling needs across the range of student capabilities, including students choosing mathematics degree programs. It is published in the International Journal of Mathematical Education in Science and Technology: Volume 40, Issue 4, First published 2009, Pages 455-472, http://www.tandfonline.com/doi/abs/10.1080/.VC0o4b4r8rc

FOR COPYRIGHT REASONS DIRECT ACCESS TO THIS PAPER MAY BE UNAVAILABLE. This research paper by Chetna Patel and John Little, Robert Gordon University, presents evidence that maths study support can increase maths related module pass rates and scores for undergraduate engineering students. The paper is published in Teaching Mathematics and its Applications (2006) 25 (3): 131-138. doi: 10.1093/teamat/hri031.

Tony Croft, Shazia Ahmed, Verity Aiken, Leslie Fletcher, Michael Grove, Andrew Mead, Chetna Patel, and Robert Wilson: (2013) Offering Training to Postgraduates who Tutor in Mathematics Support Centres. MSOR Connections 13(1), 3-7. DOI: 10.11120/msor.2013.13010003 This report summarises the deliberations which took place during a workshop held to discuss issues to consider when recruiting and training postgraduates to work in mathematics support centres. It distils the current wisdom of a group of mathematics support professionals with experience of managing and tutoring in mathematics support centres. There exists an active national network (the sigma network) for those involved in university mathematics and statistics support; this report concludes by identifying how members of the higher education community may participate in this network.

Pettigrew, J., & Shearman, (2014) D. Piloting an online mathematics and statistics tutoring service. 30th ascilite Conference 2013 Proceedings, http://ascilite.org.au/conferences/sydney13/program/papers/Pettigrew.pdf. In early 2013 the Mathematics Education Support Hub at the University of Western Sydney launched a tutoring service to support students’ mathematical and statistical learning in an online environment. Until the end of its pilot implementation in mid 2013, the service operated at all times as a moderated question and answer forum located within the University’s Learning Management System (a version of Blackboard Learn known as vUWS). It also featured a ‘virtual classroom’, which allowed students to interact with mathematics and statistics support staff in a web conferencing space equipped with a wide range of digital communication tools. This paper refers to the service as it was offered in discussing a range of general issues and questions associated with its pilot implementation. Particular attention is given to the issues of pedagogy in a purely online teaching and learning context and communicating asynchronously and synchronously using mathematical language and notation.

First year science students often lack confidence at the start of their course regarding their mathematical skills. A maths readiness workshop has been designed at Monash University Gippsland campus to give students confidence in their mathematical ability prior to the beginning of semester. It also helps students to identify very early if they should opt in to the various maths support programs offered at the campus. The workshop has been designed in conjunction with first year coordinators to specifically target mathematical content relevant to first year biology and chemistry including rearranging formulae, logarithms and exponentials, and physical quantities and their units. Students self-select into the workshop based on a short presentation during O-week activities. Results of student evaluations and reflections of the facilitators will be presented. Barbie C. Panther, Samantha Black, Jo-ann Larkins (2013) Preparing students for university mathematics through a maths readiness workshop. Proceedings of the Australian Conference on Science and Mathematics Education, Australian National University, Sept 19th to Sept 21st, 2013, page 57, ISBN Number 978-0-9871834-2-2.

This volume arose from a conference, 'Addressing the Quantitative Skills Gap: Establishing and Sustaining Cross-Curricular Mathematical Support in Higher Education', held at the University of St Andrews in 2007. The aim of that conference, and of this volume of collected essays, is to explore the logistics and economics of establishing and sustaining institution-wide mathematics support provision. We explore a range models for delivering mathematical support accommodating an even wider range of budgets. Additionally, we identify how universities can call upon their maths support provision to demonstrate that they are addressing institutional agendas including quality enhancement, employability and skills, the first year experience, flexible delivery, retention, and the student learning experience. Looking to the future we note how mathematics support has broadened from its original focus on the STEM subjects and discuss how emerging technologies are being exploited for its provision.

Ciarán Mac an Bhaird, Olivia Fitzmaurice, Eabhnat Ní Fhloinn, and Ciarán O’Sullivan (2013). Student non-engagement with mathematics learning supports, Teaching Mathematics and its Applications, 32 (4), 191-205, doi: 10.1093/teamat/hrt018. Large numbers of students entering higher education take some level of mathematics as part of their degrees, and it is widely reported that a considerable minority of these students demonstrate a lack of the basic mathematical skills that they require to succeed. A common response has been the establishment of mathematics learning supports to give students the opportunity to reach the levels required. Research has shown that in general, although the supports appear to impact positively on students who avail of them, a significant number of students do not engage appropriately. This article presents preliminary findings from a national survey carried out at nine Higher Education Institutions in Ireland, focusing on the reasons given by students for their lack of engagement with the extra supports. It looks at the students’ mathematical backgrounds; the type of institution they attend, and discusses what these students reported would encourage them to avail of the supports.

This article by Sarah Parsons (Harper Adams University College) describes the positive effects on examination results of introducing mathematics support and implementing other changes. The article presents data which shows that significantly improved results followed from changes introduced in 2001 which included substantial mathematics support provision. However, because many other changes (changed content, separate lectures for some groups, diagnostic testing etc) were introduced at the same time it is not possible to isolate particular effects of the mathematics support provision. Nevertheless external examiner comments reflect the value of mathematics support. The article is published in MSOR Connections Feb 2005 Vol. 5 No.1.

The authors have first-hand experience of supporting students with weak maths skills making the transition from School to University within a Business School. In this paper the authors will summarise the key messages and recommendations to emerge from the literature in the light of their own experiences and research findings. We will also give an overview of the types of open source software that are currently available for maths skills support in the UK, and consider ways in which such on-line resources might be utilised in order to encourage and enhance students’ development of maths skills in a Business School context. Cottee M., Relph A. and Robins, K. (2013) Supporting students making the transition from school to university– A national and local view of the maths skills crisis in the UK. http://library.iated.org/view/COTTEE2013SUP

(FOR COPYRIGHT REASONS YOU MAY NOT BE ABLE TO ACCESS THIS LINK DIRECTLY.) This paper, by Mac an Bhaird, Morgan & O'Shea, is an analysis of first year students' grades in the academic year 2007-2008. We compared the grades of students who attended the MSC and those who did not. To compare students of similar abilities, we split the groups (First Arts and First Science) up into smaller groups depending on their grades (Leaving Cert) at the end of second level. There was a significant difference in all sub groups. We then expanded by comparing the grades of students depending on the results of their proficiency tests. Again there was a significant difference. All students seems to benefit from support but this is particularly true for 'at-risk' students. Teaching Mathematics and Its Applications (2009) 28,117-122 doi:10.1093/teamat/hrp014

The past decade or so has seen a huge growth in the number of mathematics support centres within UK higher education institutions as they come to terms with an increasing volume of students who are poorly prepared for the mathematical demands of their chosen courses. In other parts of the world we observe similar developments. In the early years many centres were short-lived enterprises staffed either by concerned volunteers who found a few hours in the week to offer additional support, or alternatively by part-time staff on short-term contracts. More recently, we have observed a trend to more substantial support centres many of which attract central funding and dedicated staff. Given this trend there is a need to ask whether our efforts are worthwhile, how we might know this, and whether we can justify ongoing funding. This talk by TONY CROFT from Loughborough University at the 3rd Irish Workshop on Mathematics Learning Support Centres, 2008, NUI Maynooth will describe some of the challenges associated with acquiring data on effectiveness. Various ways in which we can measure our success will be explored. Finally, several exemplars will be provided of work being undertaken to capture the sort of evidence required to secure continued funding of mathematics support centres.

Cheryl Voake, Lisa Taylor and Rob Wilson. (2013) Transition difficulties from FE to HE - What is the situation and what can we do about it? MSOR Connections, Volume 13, Issue 2: 6-14. DOI: 10.11120/msor.2013.00014 A common complaint from staff in Higher Education (HE) is that students arrive from Further Education (FE) providers with a lack of awareness of what to expect at university. This is manifested by an unpreparedness and, in some cases, an unwillingness for autonomous learning and self-responsibility. This study was designed to assess student awareness and preparedness for HE, with a particular focus on Mathematics. This was achieved via FE student and teacher questionnaires and a focus group, which crucially allowed judgement between studentsâ?? perceived awareness and their actual awareness. The focus group also gave FE students an opportunity to quiz HE students on their experiences and opinions, and gave the HE students the opportunity to provide information they felt was missing from their own transition to university.

FOR COPYRIGHT REASONS DIRECT ACCESS TO THIS PAPER MAY BE UNAVAILABLE. MathsAid is a university-wide maths support service offering one-to-one tutorial support and more. This paper by Atkins, May and Marks-Maran (Kingston University, UK) discusses the initiative and provides information about its evaluation by questionnaire, usage data and interviews with students. The paper is published in the Journal of Further and Higher Education, Vol. 29. No. 4 (2005) pp 353-365. DOI:10.1080/03098770500353607