Improving Student Achievement in Mathematics Courses Taught in Foundation Year at University

Abstract

This paper presents how student achievement in foundation year mathematics courses may be improved by planning learning experiences which are responsive both to the students’ learning needs and to the discipline of mathematics. A case study was conducted involving 372 students enrolled at Manchester Metropolitan University (MMU), United Kingdom, who completed an initial test for preliminary assessment of their mathematical knowledge. The results of quantitative and qualitative analysis of their answers, together with the I-Cube model, were used for planning and delivery of the mathematics learning experiences included in lectures, the aim being to enable students to build on their existing interests, proficiencies, experiences and competencies. The students then completed a second test which aimed to assess the learners’ conceptual development. The results of quantitative and qualitative analysis of these answers showed an improvement in student achievement. The paper also contains suggestions for improvement of I-Cube model implementation through the design and application of online versions of the two tests. This would enable greater personalisation of learning and assessment and allow feedback to be given in real-time, thus making the mathematics lectures more enjoyable and effective in developing students’ knowledge and skills. In addition, the development of online tutorials for students to study at home before attending face-to-face tutorials (blended learning approach) would enable the students to develop positive mathematical identities and become strong mathematical learners.

Keywords

• Mathematics,Fractions,Teaching,Foundation and Manchester Metropolitan university

References

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