Access, Disability and Mature Student Opinion on Academic Mathematics Supports

Ciarán Mac an Bhaird, Peter Mulligan, James O'Malley, Rachel O'Neill

Abstract


In this paper we report on the main themes which emerged from analysis of a survey of students registered with the Access, Disability and Mature Student offices at Maynooth University. The survey focussed on the students’ experiences of mathematics and the mathematics academic supports available to them. The majority of student feedback was positive, for example their engagement with the Mathematics Support Centre, improved understanding of mathematics and the influence of tutors and peers. However, some issues emerged in relation to impact on learning, such as inflexible departmental structures with fixed deadlines and a lack of student awareness of the supports available. In addition to discussing the main results, we outline how the findings will guide the future provision of such supports.


Keywords


Access; Mature; Disability; mathematics support

Full Text:

PDF

References


AHEAD Educational Press. (2018) Numbers of Students with Disabilities Studying in Higher Education in Ireland 2016/17. Available at: https://www.ahead.ie/data-statistics?id=76 [Accessed 30 August 2021].

Berry, E., Mac an Bhaird, C. & O’Shea, A. (2015) Investigating relationships between the usage of Mathematics Learning Support and performance of at-risk students. Teaching Mathematics and its Applications, 34(4), 194—204. https://doi.org/10.1093/teamat/hrv005

Braun, V. & Clarke, V. (2006) Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77—101. https://doi.org/10.1191/1478088706qp063oa

Cliffe, E., Mac an Bhaird, C., Ní Fhloinn, E. & Trott, C. (2020) Mathematics instructors’ awareness of accessibility barriers for disabled students. Teaching Mathematics and its Applications: An International Journal of the IMA, 39(3), 184—200. https://doi.org/10.1093/teamat/hrz012

Duah, F., Croft, T. & Inglis, M. (2014) Can peer assisted learning be effective in undergraduate mathematics? International Journal of Mathematical Education in Science and Technology, 45, 552—565.

Equality Challenge Unit. (2017) Equality in higher education: students statistical report 2017. Available at: https://www.ecu.ac.uk/publications/equality-in-higher-education-statistical-report-2017/ [Accessed 30 August 2021].

Heraty, C., Mac an Bhaird, C., Mulligan, P., O'Malley, J. & O'Neill, R. (2021) A trial of resources to support students with Dyslexia. MSOR Connections, 19(1), 13—21.

Lawson, D., Croft, A. & Halpin, M. (2003) Good Practice in the Provision of Mathematics Support Centres, 2nd ed. Birmingham: LTSN Maths, Stats & OR Network. Available at http://www.mathcentre.ac.uk/resources/guides/goodpractice2E.pdf [aAccessed 30 August 2021].

Lawson, D., Grove, M., & Croft, T. (2019) The evolution of mathematics support: a literature review. International Journal of Mathematical Education in Science and Technology, 51(8), 1224—1254.

Mac an Bhaird, C., McGlinchey, A., Mulligan, P., O’Malley, J. & O’Neill, R. (2021) Student experiences of online study groups and drop-in mathematics support during COVID-19. Teaching Mathematics and its Applications: An International Journal of the IMA, https://doi.org/10.1093/teamat/hrab010

Marshall, E. M., Staddon, R. V., Wilson, D. A. & Mann, V. E. (2017) Addressing maths anxiety within the curriculum. MSOR Connections, 15(3), 28—35.

O’Sullivan, C., Mac an Bhaird, C., Fitzmaurice, O., & Ni Fhlionn, E. (2014) An Irish Mathematics Learning Support Network (IMLSN) report on student evaluation of mathematics learning support: Insights from a large scale multi-institutional survey. National Centre for Excellence in Mathematics and Science Teaching and Learning. https://www.sigma-network.ac.uk/wp-content/uploads/2019/02/IMLSN-Report-Student-evaluation-of-MLS-2016.pdf [Accessed 30 August 2021].

Smith, M., Pineault, L., Dickson, M., & Tosch, K. (2020) Beyond Compliance. Inside Higher Ed, September 2nd, 2020. https://www.insidehighered.com/advice/2020/09/02/making-accessibility-priority-online-teaching-even-during-pandemic-opinion [Accessed 21 February 2022].

Solomon, Y., Croft, A. C., & Lawson, D. A. (2010) Safety in numbers: Mathematics support centres and their derivatives as social learning spaces. Studies in Higher Education, 35(4), 421– 431.




DOI: https://doi.org/10.21100/msor.v20i3.1288

Refbacks

  • There are currently no refbacks.