Toward a holistic approach to mathematics support at Munster Technological University’s Academic Learning Centre

Marian Hurley, Deirdre Casey

Abstract


This case study outlines plans for a revised approach to mathematics support at Munster Technological University’s Academic Learning Centre. Under this proposed approach, mathematics support – delivered both on a one-to-one basis and in group settings – is to be supplemented by and integrated with learning supports offered by the Academic Learning Centre’s sister programmes, Academic Success Coaching and Navigate Learning Development. This new approach will see the three programmes brought together under the Academic Learning Centre name. In implementing this approach, we have two key objectives: firstly, to determine the impact of this integrated approach on our mathematics support service and on its users – particularly those displaying traits of mathematics anxiety – and, secondly, to assess the extent to which presenting students with one integrated support option may result in increased service access and use.


Keywords


Mathematics support; Academic Coaching; Learning Development; approaches to mathematics support

Full Text:

PDF

References


Andreanoff, J. (2016). Coaching and Mentoring in Higher Education: A Step-by-Step Guide to Exemplary Practice. London: Palgrave Macmillan.

Barger, M.M., Xiong, Y. and Ferster, A.E. (2022). Identifying false growth mindsets in adults and implications for Mathematics motivation. Contemporary Educational Psychology, 70, pp.1-16. https://doi.org/10.1016/j.cedpsych.2022.102079

Bhowmick, S., Young, J.A., Clark, P.W. and Bhowmick, N. (2017). Marketing Students’ Mathematics Performance: The Mediating Role of Math Anxiety on Math Self-Concept and Math Self-Efficacy. Journal of Higher Education Theory and Practice, 17(9), pp.104-117.

Boniwell, I. and Kauffman, C. (2018). The Positive Psychology approach to coaching. In E. Cox, T. Bachkirova and D. Clutterbuck (Eds.), The Complete Handbook of Coaching, 3rd ed. London: Sage (pp.153-166).

Bull, H. (2009). Identifying maths anxiety in student nurses and focusing remedial work. Journal of Further and Higher Education, 33(1), pp.71-81. https://doi.org/10.1080/03098770802638689

Chapman, L. (2010). Dealing with Maths Anxiety: How Do You Teach Mathematics in a Geography Department? Journal of Geography in Higher Education, 34(2), pp.205-213. https://doi.org/10.1080/03098260903208277

Cousins, S., Brindley, J., Baker, J. and Johnston-Wilder, S. (2019). Stories of Mathematical Resilience: How Some Adult Learners Overcame Affective Barriers. Widening Participation and Lifelong Learning, 21(1), pp.46-70. https://doi.org/10.5456/WPLL.21.1.46

Dweck, C. (2000). Self-Theories: Their Role in Motivation, Personality and Development. New York: Psychology Press.

International Coaching Federation (2023). All things coaching. Available at: https://coachingfederation.org/about [Accessed 11 November 2023].

Jameson, M.M. and Fusco, B.R. (2014). Math Anxiety, Math Self-Concept, and Math Self-Efficacy in Adult Learners Compared to Traditional Undergraduate Students. Adult Education Quarterly, 64(4), pp.306-322. https://doi.org/10.1177/0741713614541461

Joyce, J., Hassall, T., Luis Arquero Montaño, J. and Donoso Anes, J.A. (2006). Communication apprehension and Mathematics anxiety as barriers to communication and numeracy skills development in accounting and business education, Education + Training, 48(6), pp.454-464. https://doi.org/10.1108/00400910610692967

Lee, C. and Johnston-Wilder, S. (2017). The Construct of Mathematical Resilience. In U. Xolocotzin Eligio (Ed.), Understanding Emotions in Mathematical Thinking and Learning. London: Academic Press (pp.269-291). https://doi.org/10.1016/B978-0-12-802218-4.00010-8

Marshall, E.M., Staddon, R.V., Wilson, D.A. and Mann, V.E. (2017). Addressing Mathematics anxiety within the curriculum. MSOR Connections, 15(3), pp.28-35. https://doi.org/10.21100/msor.v15i3.555

Morris, J. (1981). Math Anxiety: Teaching to avoid it. The Mathematics Teacher, 74(6), pp.413-417. https://doi.org/10.5951/MT.74.6.0413

Núñez-Peña, M.I., Suárez-Pellicioni, M. and Bono, R. (2013). Effects of math anxiety on student success in higher education. International Journal of Educational Research, 58, pp.36-43. https://doi.org/10.1016/j.ijer.2012.12.004

Núñez-Peña, M.I., Bono, R. and Suárez-Pellicioni, M. (2015). Feedback on students’ performance: A possible way of reducing the negative effect of math anxiety in higher education. International Journal of Educational Research, 70, pp.80-87. https://doi.org/10.1016/j.ijer.2015.02.005

Núñez-Peña, M.I. and Bono, R. (2021). Math anxiety and perfectionistic concerns in multiple-choice assessment. Assessment & Evaluation in Higher Education, 46(6), pp.865-878. https://doi.org/10.1080/02602938.2020.1836120

Spencer, D. (2021). Understanding the coaching experiences of non-traditional students in Higher Education in the UK. International Journal of Evidence Based Coaching and Mentoring, 15, pp.84-95. https://doi.org/10.24384/00v3-nm61

Whitmore, J. (2009). Coaching for Performance: GROWing Human Potential and Purpose: The Principles and Practice of Coaching and Leadership, 4th ed. London: Nicholas Brealey.

Yaeger, D.S. and Dweck, C.S. (2020). What Can Be Learned From Growth Mindset Controversies? American Psychologist, 75(9), pp.1269-1284. https://doi.org/10.1037/amp0000794

Yan, V.X. and Schuetze, B.A. (2023). What is meant by “Growth Mindset”? Current theory, measurement practices, and empirical results leave much open to interpretation: Commentary on Macnamara and Burgoyne (2023) and Burnette et al. (2023). Psychological Bulletin, 149(3-4), pp.206-219. https://doi.org/10.1037/bul0000370




DOI: https://doi.org/10.21100/msor.v22i3.1483

Refbacks

  • There are currently no refbacks.