B.K. Ashley Hoolash Conference 2014

1. Bridging the gap in Mathematics and
Statistics education, for non-specialist
students
By
B.K Ashley Hoolash
Lecturer in Mathematics and Statistics
Middlesex University, Mauritius Branch Campus
B.Hoolash@mdx.ac.mu
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2. • 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
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3. • 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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4. • 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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5. DO YOU LIKE
MATHEMATICS /
STATISTICS?
Recent Survey (October 2014)
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6. Recent Survey (October 2014)
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79%
21%
BA (Hons) Accounting and Finance
Yes
No
YES
NO
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7. Recent Survey (October 2014)
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41%
59%
BA (Hons) International Business
Yes
No
YES
NO
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8. Recent Survey (October 2014)
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44%
56%
BSc (Hons) Psychology with Counselling Skills
Yes
No
YES
NO
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9. Recent Survey (October 2014)
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• SUMMARY - BAAF + BAIB + BSCPSY
0
10
20
30
40
50
60
70
Yes No
BAAF + BAIB + BSCPSY%
58% like
maths /
stats 42% do
not like
maths /
stats
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10. DID YOU KNOW YOU
WOULD BE STUDYING
MATHEMATICS /
STATISTICS?
Another interesting statistic (October
2014)
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11. Another interesting statistic
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0
10
20
30
40
50
60
70
80
Yes No
BAAF + BAIB + BSCPSY + IFP
71%
knew
they
would be
studying
29% did not
know they
would be doing
maths / stats
%
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12. • 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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13. • 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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14. • 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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15. • 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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16. • 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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17. • 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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18. • 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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19. • 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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20. MOVING OUT OF THE
CLASSROOM
(Near) Future Works
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21. (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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22. (Near) Future Works
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• 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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23. Proposal to secondary school
educators
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• “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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24. 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.
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25. Research in Education Conference 2014
THANK YOU
B.K. Ashley Hoolash
B.Hoolash@mdx.ac.mu
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