Gender, affect, and math: a cross-national meta-analysis of Trends in International Mathematics and Science Study 2015 outcomes

Understanding why women are consistently underrepresented in STEM fields has been a constant puzzle, with a consistent feature of the puzzle being performance in math. This study uses data from TIMSS exams to investigate cross-national gender differences in math-related affect, more precisely liking mathematics, confidence in mathematics, and valuing mathematics. We compared fourth and eighth graders to track any differences in these gender-related affective characteristics. Our findings suggest that despite the variability and some changes to the magnitude and direction of gender differences in math affect, boys and girls are similar. We also found that cross-national sociocultural, political, and educational equality of adults does not necessarily predict positive affect for both genders. In fact, the researchers found that some countries with a smaller adult gender gaps have students with higher gender differences in mathematics-relevant affect.

Mathematics support for science: a reflection of a blended and online development project

The diverse range of backgrounds that students bring to university has many advantages, but also some challenges such as a wide range of mathematical experience and ability. A particular issue identified by staff teaching mathematics to the Science Fundamentals cohort was lack of engagement due to the material presented being too easy or too difficult, with the main concerns directed towards students who are weak at mathematics and others who lack some of the basic skills necessary for a successful undergraduate experience at Glasgow.Our experience from the Science Fundamentals course is that traditional lectures are a poor way to motivate the weaker students and the more collaborative models of teaching such as online and blended learning may be more appropriate. Following a two-year project, a suite of online resources was developed to supplement course material; students completed a ‘Mathematics Confidence Test’ to determine the level of support required and the number of mathematics lectures was cut down and replaced with tutorials aimed at the weaker students.We will discuss our experiences of running this project, reflect on feedback and discuss further plans for supporting the Science Fundamentals cohort in subsequent years.

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics form an essential and integral part of any bioscience degree and are essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.

The impact of maths support tutorials on mathematics confidence and academic performance in a cohort of HE Animal Science students

Students embarking on a bioscience degree course, such as Animal Science, often do not have sufficient experience in mathematics. However, mathematics form an essential and integral part of any bioscience degree and are essential to enhance employability. This paper presents the findings of a project looking at the effect of mathematics tutorials on a cohort of first year animal science and management students. The results of a questionnaire, focus group discussions and academic performance analysis indicate that small group tutorials enhance students’ confidence in maths and improve students’ academic performance. Furthermore, student feedback on the tutorial programme provides a deeper insight into student experiences and the value students assign to the tutorials.