B.K. Ashley Hoolash Conference 2014

Research in Education Conference 2014 1

Bridging the gap in Mathematics and Statistics education, for non-specialist

studentsBy

B.K Ashley HoolashLecturer in Mathematics and Statistics

Middlesex University, Mauritius Branch [email protected]

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• Focus of this research– Who are the non-specialists students?– Worrying statistic

• Aims and Objectives• Current remedial actions• Future Works• Proposals to secondary school educators

teaching Mathematics/Statistics

Contents

Research in Education Conference 2014

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• Non-specialists mathematics/statistics students are undergraduates who study “Mathematics”, “Statistics” and “Operations Research” while NOT doing a BSc Mathematics (or Statistics) undergraduate degree

Non-specialists students


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• Programmes at Middlesex University, Mauritius Branch Campus accommodating non-specialist students are:– BA (Hons) Accounting and Finance– BA (Hons) International Business– BSc (Hons) Business Management– BSc (Hons) Psychology with Counselling Skills– We can also include IFP programme

Non-specialists students


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DO YOU LIKE MATHEMATICS /

STATISTICS?

Recent Survey (October 2014)


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79%

21%

BA (Hons) Accounting and Finance

YesNo

YES

NO

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41%

59%

BA (Hons) International Business

YesNo

YES

NO

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44%

56%

BSc (Hons) Psychology with Counselling Skills

YesNo

YES

NO

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• SUMMARY - BAAF + BAIB + BSCPSY

Yes No0

10

20

30

40

50

60

70

BAAF + BAIB + BSCPSY%

58% like maths / stats 42% do

not like maths / stats

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DID YOU KNOW YOU WOULD BE STUDYING

MATHEMATICS / STATISTICS?

Another interesting statistic (October 2014)


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Another interesting statistic


Yes No0

10

20

30

40

50

60

70

80

BAAF + BAIB + BSCPSY + IFP

71% knew they would be studying maths / stats

29% did not know they would be do-ing maths / stats

%

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• Do You Like Maths/Stats? (BAAF/IB/PSY). Sample size, n=60– YES: 58 %– NO: 42%

• Did you know you would be studying maths/stats? (BAAF/IB/PSY/IFP). Sample size, n=90– YES: 71%– NO: 29%

Brief Summary of the surveys


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• Clearly we have to provide support to non-specialists students.

• Explain the importance of mathematics and statistics in their respective programmes

• They need to accept that mathematics / statistics are integral part of their curriculum and beyond.

Aims and Objectives


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• Identify issues– Statistics is often regarded as being tough to

understand• Reasoning skills are questionable in mathematics

– Statistics uses ordinary words in unusual ways hence confusing the students• Leading to passive absorption of information hence

discouraging students to adopt a deep learning approach

– Most common question “where will we use THIS?”

Current Remedial Actions


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• Facilitate the learning/teaching of Mathematics and Statistics– Finding ways so that students can enjoy Mathematics

and Statistics• Which Teaching Theory to use?• Assessment – Formative• Feedback• Use of Computer Simulation Methods (CSMs) to portray real

life situation



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• Teaching Theories– Use of “Developed Theories”

• “Travelling Theory” and “Growing Theory”

– The worrying statistic (42%) means that these 2 theories would help the students develop:• A liking for Mathematics and Statistics• Help them explore the subjects

– The use of computer simulations will work well with these theories. This will be discussed later.



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• Formative Assessment– Crucial to set up formative assessments– Follow-ups by the educator is necessary– Formative Assessment might consist of:• Simple Mathematics / Statistics questions from “A-

Levels”• Experiments, such as how to do surveys



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• Feedback– Connected with “Assessment”• Peer assessment and peer feedback are important• Set up of a Mathematics / Statistics “society” / “forum”

– http://mathsoc.middlesex.wikispaces.net/

• Help from “senior” students will be a bonus– SLA Scheme



http://mathsoc.middlesex.wikispaces.net/

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• Computer Simulation Methods – CSMs– Intensive use of software such as SIMUL8• Not necessarily part of the module syllabus, but

definitely something that can be explored in Formative Assessments

– Purpose of CSMs• Students can relate theory with real life situations • They are not substitutes for thinking but are tools that

can be used to understand natural phenomena• Constructivism [Mills, J (2002), University of Alabama, Journal of Statistics

Education, Vol 10, Number 1]



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MOVING OUT OF THE CLASSROOM

(Near) Future Works


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(Near) Future Works


• Authentic Learning– “Learning-by-doing”– Encouraged in the field of I.T. / Mathematics / Statistics

• Expected improvements in students’ learning– Reflection– Collaboration– Preparing for the world out there– Understanding and learning other subjects– Triggering their curiosity

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(Near) Future Works


• Identify chapters– Sampling– Linear programming– Financial mathematics– Financial statistics– Forecasting

• Proposed implementation– Between 5 and 7 months– Can be done prior to start of their studies (March –

September)– Can be done once they start at MDX

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Proposal to secondary school educators


• “Mathematics Club”– Des chiffres et des lettres (Countdown conundrum)

competition• Use of “Activity Period”– Direct students to informative websites such as

yahoo.finance, Bloomberg– “Forecasting” exercises of share prices. Use MSExcel

• Allow students to do “experiments”– Sampling methods

• Etc.

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Selected Reference


• Kai Brunkalla, “How To Increase Mathematical Creativity - An Experiment,” The Montana Mathematics Enthusiast, vol. 6, pp. 257–266, 2009.

• Joseph Kyle and Peter Kahn, “A handbook for teaching and learning in higher education,” Fry, Ketteridge, Marshall, pp. 246 – 261, 2009.

• Marilyn M. Lombardi, “Authentic Learning for the 21st Century: An Overview,” Educause Learning Initiative, 2007.

• D. Fox, “Personal theories of teaching,” Studies in Higher Education, pp. 151– 163, 1983.

• L. Resnick, “Education and learning to think,” Washington, D.C.: National Research Council, 1987.

25Research in Education Conference 2014

THANK YOU

B.K. Ashley Hoolash

[email protected]

B.K. Ashley Hoolash Conference 2014

Education

education conference

statistics education

mathematics statistics

objectives research

surveys research

operations research

non specialists students

bsc mathematics