Eabhnat Ní Fhloinn

Core Skills Assessment to Improve Mathematical Competency.

Many engineering undergraduates begin third-level education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology, a diagnostic test is given to incoming first-year students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a ‘module’ in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a question bank. Subsequent to the success of this pilot with third-year mechanical engineering students, the project was extended to five different engineering programmes, across three different year-groups. Full results and analysis of this project are presented, including responses to interviews carried out with a selection of the students involved.

Problematic Topics in First-Year Mathematics: Lecturer and Student Views.

ABSTRACT In this paper we report on the outcomes of two surveys carried out in higher education institutions of Ireland; one of students attending first-year undergraduate non-specialist mathematics modules and another of their lecturers. The surveys aimed to identify the topics that these students found difficult, whether they had most difficulty with the concepts or procedures involved in the topics, and the resources they used to overcome these difficulties. In this paper we focus on the mathematical concepts and procedures that students found most difficult. While there was agreement between students and lecturers on certain problematic topics, this was not uniform across all topics, and students rated their conceptual understanding higher than their ability to do questions, in contrast to lecturers’ opinions.

Pre-service versus in-service mathematics teachers’ opinions of mathematics reform in post-primary schools in Ireland

A new approach to the teaching and learning of mathematics has been introduced on a phased basis in post-primary education in Ireland. As part of the OECD PISA 2012, a survey was undertaken of in-service mathematics teachers in Ireland, with the aim of gathering data on the opinions of teachers about this reform. Here, a modified version of the survey was distributed to pre-service teachers immediately before and after a four-month teaching placement to ascertain if there were differences in the views expressed by pre-service and in-service teachers in relation to the teaching and learning of mathematics, and also if there were differences expressed by the pre-service teachers before and after their placement in post-primary schools. Analysis of the results showed considerable levels of agreement between all groups, with some exceptions in relation to confidence in teaching the reformed curriculum, emphasis on various teaching and learning activities, and usage of ICT in the classroom.

Problem-based learning: student perceptions of its value in developing professional skills for engineering practice

ABSTRACT This study explores students’ perceptions of the effectiveness of a Problem-Based Learning (PBL) design project, taken as part of a first-year engineering module, in developing professional skills needed for engineering practice. Students completed surveys before and after the PBL group project, and produced personal reflections on the process. The closed survey questions were analysed quantitatively and the main themes from the reflections outlined using General Inductive Analysis. Students rated themselves as having improved across a range of professional skills as a result of the project, with particular emphasis on teamwork, communication skills, understanding of the design process and self-directed learning. In addition, they highlighted improved confidence, as well as new friendships they developed, an important element of a module like this as they transition from secondary to higher education. They were particularly positive about the scaffolded approach taken within the PBL project in terms of its contribution to their learning.

Formative assessment in mathematics for engineering students

ABSTRACT In this paper, we present a range of formative assessment types for engineering mathematics, including in-class exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peer-to-peer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff.