The extent of mathematics learning support in UK higher education--the 2012 survey

2013 ◽  
Vol 32 (4) ◽  
pp. 165-172 ◽  
Author(s):  
G. Perkin ◽  
T. Croft ◽  
D. Lawson
Keyword(s):  
Higher Education ◽  
Mathematics Learning ◽  
Learning Support ◽  
Uk Higher Education

scholarly journals The Provision of Mathematics and Statistics Support in Scottish Higher Education Institutions (2017) – A Comparative Study by the Scottish Mathematics Support Network

2018 ◽  
Vol 16 (3) ◽  
pp. 5 ◽  
Author(s):  
Shazia Ahmed ◽  
Peter Davidson ◽  
Kate Durkacz ◽  
Calum Macdonald ◽  
Morgiane Richard ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Higher Education Institutions ◽  
Mathematics Learning ◽  
Support Network ◽  
Learning Support ◽  
The Past ◽  
Current State ◽  
Statistical Support ◽  
Uk Higher Education

The Scottish Mathematics Support Network (SMSN) was formed in July 2008 with the aim of creating a support network for people working in Scottish universities who were involved with, or wished to be involved with, providing mathematical and/or statistical support for their students. The consensus of the SMSN is that increasingly more students need assistance with their basic mathematical and statistical skills than was the case in the past, and that consequently mathematics support is an area on which universities will need to focus on in future years. Through networking and professional development opportunities with other practitioners in the field of mathematics and statistics support, the SMSN have developed and maintained strong links with individual practitioners, and more broadly with like-minded groups such as the sigma Network and the Irish Mathematics Learning Support Network. With the provision of mathematics and statistics support becoming more prevalent in UK Higher Education institutions, it seemed timely to assess the current state of this provision in Scotland, and to compare with the rest of the British Isles. At the 2016 SMSN AGM, it was unanimously agreed that such a study should be carried out with the SMSN committee taking responsibility for conducting the research.

scholarly journals Maximizing the impact of digital supports in Mathematics Learning Support in Higher Education – An overview of the 9th Annual IMLSN Workshop

2015 ◽  
Vol 14 (1) ◽  
pp. 11 ◽  
Author(s):  
Anthony Gerard Cronin ◽  
Cormac Breen
Keyword(s):  
Higher Education ◽  
Mathematics Learning ◽  
Short Description ◽  
Support Network ◽  
Learning Support ◽  
The Impact ◽  
Successful Event

In this article we give a short description of the 9th Annual Workshop of the Irish Mathematics Learning Support Network (IMLSN) Workshop. The workshop theme was ‘Maximizing the impact of digital supports in Mathematics Learning Support in Higher Education’. We briefly describe the Irish Mathematics Learning Support Network (IMLSN) and outline the factors that motivated this workshop theme. We will also discuss the presentations, some of the issues that were raised during the workshop and we close with some brief conclusions on this very successful event.

scholarly journals Mathematics instructors’ awareness of accessibility barriers for disabled students

2019 ◽  
Vol 39 (3) ◽  
pp. 184-200
Author(s):  
Emma Cliffe ◽  
Ciarán Mac an Bhaird ◽  
Eabhnat Ní Fhloinn ◽  
Clare Trott
Keyword(s):  
Higher Education ◽  
Mathematics Learning ◽  
Learning Support ◽  
Disabled Students ◽  
Barriers To Participation ◽  
Student Difficulties ◽  
Accessibility Barriers ◽  
Mathematics Instructors ◽  
The Uk

Abstract In this paper, we discuss the results of a staff survey on accessibility barriers to participation and success for disabled students in higher education in the UK and Ireland. We focus on the range and complexity of student difficulties encountered by staff involved either in the lecturing of mathematics or the provision of Mathematics Learning Support. We report on the range of supports available to both staff and students in these situations and their varying levels of awareness and implementation of these supports. We close with a brief overview of how we intend to use the results of this survey to both increase awareness of existing appropriate supports and develop additional services to improve student accessibility.

scholarly journals Consultation Phases in Mathematics Learning and Support Centres

2021 ◽  
Author(s):  
Mirko Schürmann ◽  
Anja Panse ◽  
Zain Shaikh ◽  
Rolf Biehler ◽  
Niclas Schaper ◽  
...  
Keyword(s):  
Higher Education ◽  
Process Model ◽  
Mathematics Learning ◽  
Real Data ◽  
Learning Support ◽  
Intercoder Reliability ◽  
The Individual

AbstractMathematics Learning Support Centres are becoming more and more common in higher education both internationally and in Germany. Whereas it is clear that their quality largely depends on a functioning interaction in consultations, little is known about how such consultations proceed in detail. On the basis of models from the literature and recorded support sessions (N = 36), we constructed a process model that divides consultations into four ideal–typical phases. In the individual consultations, forward or backward leaps occur, but overall the model seems to describe the data well. A high intercoder reliability shows that it can be applied consistently on real data by different researchers. An analysis of the consultations between students and tutors shows that both mainly work on past attempts or thoughts of the students to solve the exercise or problems and on concrete strategies to solve a problem within the session. In contrast, very little time is dedicated to summarizing and reflecting the solution. The data allows for a more in-depth discussion of what constitutes quality in advising processes and how it might be further explored. Practically, the model may structure support sessions and help in focussing on different goals in different phases.

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