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B.K. Ashley Hoolash Conference 2014
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Transcript of 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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Recent Survey (October 2014)
Research in Education Conference 2014
79%
21%
BA (Hons) Accounting and Finance
YesNo
YES
NO
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Recent Survey (October 2014)
Research in Education Conference 2014
41%
59%
BA (Hons) International Business
YesNo
YES
NO
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Recent Survey (October 2014)
Research in Education Conference 2014
44%
56%
BSc (Hons) Psychology with Counselling Skills
YesNo
YES
NO
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Recent Survey (October 2014)
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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
Research in Education Conference 2014
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
Current Remedial Actions
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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.
Current Remedial Actions
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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
Current Remedial Actions
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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
Current Remedial Actions
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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]
Current Remedial Actions
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(Near) Future Works
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• 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
Research in Education Conference 2014
• 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
Research in Education Conference 2014
• “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
Research in Education Conference 2014
• 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.