Teaching introductory statistics to postgraduate students from multidisciplinary background and with diverse mathematics ability is a huge challenge that many statistics lecturers do not deny. The large ability range can make it very difficult for lecturers to fine tune the right level for effective course delivery. Even though an introductory…

This article uses action-process-object-schema theory to study the mental constructions about the limit of series during a Calculus 1 course at a university. The researchers also used the theory's teaching methodology to teach the topic. A plethora of research on the limit concept is available and suggests that the concept is on record as being…

Mathematics is presented in non-STEM disciplines as a subject that helps students acquire tools they will need in their future careers. Therefore, the need for instruction in mathematics demands content, oriented not only towards fundamental principles and techniques, but also towards their application in a specific context. By directing the…

Using linked high school and college records for a national sample of students, I document the first college math courses that students take and examine how they compare with high school coursework. Detailed 12th-grade math assessment data and variation in college math course-taking allow me to estimate the extent of redundant college math…

This study examines whether the first exam grade in a managerial finance course is a significant predictor of a student's final course grade. Mathematical preparedness, measured by grades and number of times required to pass college algebra and business calculus, was also investigated. The data include observations from 214 students from a…

This study aims to develop student metacognition strategies based on behavioural learning in improving the mathematical abilities of students of mathematics education. There are two components developed in this study, namely: (1) Development of strategies to foster student metacognition based on behavioural learning, and (2) Development of…

Textbooks are a standard component of undergraduate mathematics courses, but research shows that students often do not view textbooks as productive resources to support learning. This article seeks to understand the factors affecting how individuals engage in reading a calculus textbook excerpt and what they learn from reading. To better…

This paper presents findings from a case study on the impact of high stakes oral performance assessment on third year mathematics students' approaches to learning (Entwistle and Ramsden, Understanding student learning, 1983). We choose oral performance assessment as this mode of assessment differs substantially from written exams for its dialogic…

The Mathematics and Statistics Support Centre (MSSC) at Central Queensland University (CQU), which is part of the Academic Learning Centre (ALC), has been in operation since 1984 as the first MSSC in Australia. The Mathematics Learning Support (MLS) centres have spread to almost every university in Australia currently. The MSSC at CQU offers free…

This paper analyses student views on an e-learning intervention that incorporated a content development tool and computer algebra systems, aimed at improving performance and applicability of mathematics knowledge. The study deliberately relied on open source tools, with high usability both online and offline, that can be customized to address the…

Objective: In Spring 2020 when COVID-19 hit, community colleges moved almost all classes online. This disruption impacts recent math reforms, including contextualization, raising concerns about sustained faculty and institutional leadership commitment. This study investigated how community college faculty teaching contextualized math courses…

The current study aims to determine the effect of teaching a mechanic neuro-computerized course through virtual learning environments (VLE) to develop computational thinking among mathematics pre-service teachers. The neuro-computerized virtual learning environments (NCVLE) model was designed to be used to teach the mechanics course to third-year…

This study examines the perceptions of first-year, mathematics graduate teaching assistants (GTAs) participating in a six-week summer course designed to deepen their knowledge of collegiate mathematics teaching practices before being assigned to instruct undergraduate students in the subsequent fall semester. Through hybrid deductive-inductive…

The Math Immersion intervention was designed to aid the transition-to-proof phase of the undergraduate mathematics major. The Immersion was co-taught by two instructors, one for Intro to Proofs and Abstract Algebra and another for Probability and Statistics and Linear Algebra. This case study documented that efficiency gains directly attributable…

Large numbers of students entering community colleges are deemed not academically prepared for college-level math. These students have historically been assigned to one or more non-credit-bearing courses for remedial, often called developmental, math instruction before they can take college-level courses. Research has found that most students…