Academic literature on the topic 'Mathematics Study and teaching South Australia'

During a longitudinal case study on engagement in Australian middle school years mathematics, 20 students in their first year of secondary school in Western Sydney, New South Wales, were asked about their experiences of the transition to secondary school in relation to their experiences of mathematics teaching and learning. Changes and disruptions in teacher-student relationships were a major cause of concern. This was due to fewer opportunities for teacher-student interactions and a heavy usage of computer-based mathematics lessons during the first months of secondary school. Findings indicate that a strong pedagogical relationship is a critical foundation for sustained engagement in mathematics during the middle years.

This paper is an expanded version of a talk given at a Generic Skills Workshop at the University of Wollongong, and was intended for academic staff from any discipline and general staff with an interest in teaching. The issues considered in the paper include the capacity of all to learn, the distinction between learning as understanding and learning as information, the interaction between the communication and content of ideas, the tension between perception and content in communication between persons, and the human functions of a love of learning. In teaching, the creation of a fear-free environment is emphasised, as is the use of analogy as a means of breaking out of one discipline and making connections with another, with mathematics and history being used as a possible example. Some of the issues raised are explored in more depth in the notes at the end of the paper, to which there are references in the main text. About the author. Rodney Nillsen studied literature, mathematics and science at the University of Tasmania. He proceeded to postgraduate study at The Flinders University of South Australia, studying mathematics under Igor Kluvánek and, through him, coming into contact with the European intellectual tradition. He held academic positions at the Royal University of Malta and the University College of Swansea, Wales. Upon returning to Australia, he took up a lecturing position at the University of Wollongong, where he continues to teach and conduct research in pure mathematics. At the University he is a member of Academic Senate and is the Chair of the Human Research Ethics Committee. He received a Doctor of Science degree from the University of Tasmania in 2000. His interests include literature, classical music and the enjoyment of nature.

Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.


 
 
 One form of early mathematical recognition is to introduce the concept of geometric shapes. Geometry is an important scientific discipline for present and future life by developing various ways that fit 21st century skills. This study aims to overcome the problem of early mathematical recognition of early childhood on geometry, especially how to recognize geometric forms based on computer learning. A total of 24 children aged 4-5 years in kindergarten has to carrying out 2 research cycles with a total of 5 meetings. Treatment activities in each learning cycle include mentioning, grouping and imitating geometric shapes. There were only 7 children who were able to recognize the geometric shapes in the pre-research cycle (29.2%). An increase in the number of children who are able to do activities well in each research cycle includes: 1) The activities mentioned in the first cycle and 75% in the second cycle; 2) Classifying activities in the first cycle were 37.5% and 75% in the second cycle; 3) Imitation activities in the first cycle 54.2% and 79.2% in the second cycle. The results of data acquisition show that computer learning application can improve the ability to recognize geometric shapes, this is because computer learning provides software that has activities to recognize geometric shapes with the animation and visuals displayed.
 Keywords: Early Childhood Computer Learning, Geometry Forms, Early Math Skills
 Reference
 
 
 
 Alia, T., & Irwansyah. (2018). Pendampingan Orang Tua pada Anak Usia Dini dalam Penggunaan Teknologi Digital. A Journal of Language, Literature, Culture and Education, 14(1), 65– 78. https://doi.org/10.19166/pji.v14i1.639
 Ameliola, S., & Nugraha, H. D. (2013). Perkembangan Media Informasi dan Teknologi Terhadap Anak di Era Globalisasi. International Conferences in Indonesian Studies : “Etnicity and Globalization.”
 Anderson, L. W., Krathwohl, D. R., & Bloom, B. S. (2001). A taxonomy for learning, teaching, and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman.
 Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Asdi Mahasatya.
 Arsyad, N., Rahman, A., & Ahmar, A. S. (2017). Developing a self-learning model based on open-ended questions to increase the students’ creativity in calculus. Global Journal of Engineering Education, 19(2), 143–147. https://doi.org/10.26858/gjeev19i2y2017p143147
 Asiye, I., Ahmet, E., & Abdullah, A. (2018). Developing a Test for Geometry and Spatial Perceptions of 5-6 Year-Old. Kastamonu Education Journal, 26(1).
 Aslan, D., & Yasare, A. (2007). Three to Six Years OldChildren’s Recognition of Geometric Shapes. International Journal of Early Years Education, 15 :1, 83–104.
 Ben-Yehoshua, D., Yaski, O., & Eilam, D. (2011). Spatial behavior: the impact of global and local geometry. Animal Cognition Journal, 13(3), 341–350. https://doi.org/10.1007/s10071- 010-0368-z
 Charlesworth, R., & Lind, K. K. (2010). Math and Sciend for Young Children. Canada: Wadsworth/Cengage Learning.
 Chen, J.-Q., & Chang, C. (2006). using computers in early childhood classrooms teachers’ attitudes,skills and practices. Early Childhood Research.
 Clements, D. H., & Samara. (2003). Strip mining for gold: Research and policy in educational technology—a response to “Fool’s Gold.” Association for the Advancement of Computing in Education (AACE) Journal, 11(1), 7–69.
 Cohen, L., & Manion, L. (1994). Research Methods in Education (fourth edi). London: Routledge.
 Conorldi, C., Mammarela, I. C., & Fine, G. G. (2016). Nonverbal Learning Disability (J. P. Guilford, Ed.). New York.
 Corey, S. M. (1953). Action Research to Improve School Practice. New York: Teachers College, Columbia University.
 Couse, L. J., & Chen, D. W. (2010). A tablet computer for young children? Exploring its viability for early childhood education. Journal of Research on Technology in Education, 43(1), 75– 98. https://doi.org/10.1080/15391523.2010.10782562
 Delima, R., Arianti, N. K., & Pramudyawardani, B. (2015). Identifikasi Kebutuhan Pengguna Untuk Aplikasi Permainan Edukasi Bagi Anak Usia 4 sampai 6 Tahun. Jurnal Teknik Informatika Dan Sistem Informasi, 1(1).
 Depdiknas. (2007). Permainan Berhitung Permulaan Di Taman Kanak-kanak. In Pedoman Pembelajaran. Jakarta: Depdiknas.
 Djadir, Minggi, I., Ja’faruddin., Zaki, A., & Sidjara, S. (2017). Sumber Belajar PLPG 2017: Bangun Datar. In Modul PLPG. Jakarta: Kementrian Pendidikan dan Kebudayaan
 
 
 
 
 
 
 Direktorat Jenderal Guru dan Tenaga Kependidikan.Dooley, T., Dunphy, E., & Shiel, G. (2014). Mathematics in Early Childhood and Primary
 Education (3-8 years).
 Duncan, G. J., Dowsett, C. J., Claessens, A., Magnuson, K., Huston, A. C., Klebanov, P., ... Japel, C. (2007). School Readiness and Later Achievement. Developmental Psychology, 43(6), 1428–1446. https://doi.org/10.1037/0012-1649.43.6.1428
 Duncan, G. J., & Magnuson, K. (2011). The nature and impact of early achievement skills, attention skills, and behavior problems. Whither Opportunity?: Rising Inequality, Schools, and Children’s Life Chances, (0322356), 47–69.
 Edwards, S. (2009). Early Childhood Education and Care: a sociocultural Approach. New South Wales: Pademelon Press.
 Feliyanah, Norman, S., & Yulidesni. (2014). Meningkatkan Kemampuan Matematika dengan Menggunakan Teknik Mengurutkan dan Membandingkan. Universitas Bengkulu.
 Gardner, H. (2011). Frame of Mind ; The theory of Multiple Intelegences. New York: Basic Book.
 Gimbert, B., & Cristol, D. (2004). Teaching Curriculum with Technology: Enhancing Children’s Technological Competence During Early Childhood. Early Childhood Education Journal, 31(1).
 Gulay, H. (2011a). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252.
 Gulay, H. (2011b). The evaluation of the relationship between the computer using habits and proso_cial and aggressive behaviours of 5–6 years old children. International Journal of Academic Research, 3(2), 252–257.
 Gunawan, I., & Palupi, A. R. (2012). Taksonomi Bloom-Revisi Ranah Kognitif; Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Penilaian. Jurnal Pendidikan Dasar Dan Pembelajaran, 2 No.2, 100–108.
 Inan, H. Z., & Dogan-Temur, O. (2010). Understanding kindergarten teachers’ perspectives of teaching basic geometric shapes: A phenomenographic research. ZDM - International Journal on Mathematics Education, 42(5), 457–468. https://doi.org/10.1007/s11858-010- 0241-1
 Jackman, H. I., Beaver, N. H., & Wyatt, S. S. (2014). Early Childhood Curriculum: A child’s connection to the world. (sixth edit). Canada: Cengage Learning.
 Kennedy, L. M., Tipps, S., & Johnson, A. (2008). Guiding Children’s Learning of Mathematic (Eleventh E; Belmot, Ed.). CA: Thomson Wadsworth.
 Mackintosh, B. B., & McCoy, D. C. (2019). Exploring Social Competence as a Mediator of Head Start’s Impact on Children’s Early Math Skills: Evidence from the Head Start Impact Study. Early Education and Development, 30(5), 655–677. https://doi.org/10.1080/10409289.2019.1576156
 Martin, M. O., Mullis, I. V. S., Foy, P., & Stanco, G. M. (2011). Results in Science.
 Mirawati. (2017). Matematika Kreatif; Pembelajaran Matematika bagi Anak Usia Dini Melalui Kegiatan yang Menyenangkan dan Bermakna. Jurnal Anak Usia Dini Dan Pendidikan Anak Usia Dini, 3.
 Mohammad, M., & Mohammad, H. (2012). Computer integration into the early childhood curriculum. Education, 133(1), 97–116.
 National Research Council. (2009). Mathematics Learning in Early Chidhood Paths Toward
 
 
 
 
 
 
 Excellence and Equity (C. T. Cross, T. Woods, & H. Schweingruber, Eds.). Washinton D.C: The National Academies Press.
 Norton, A., & Nurnberger-Haag, J. (2018). Bridging frameworks for understanding numerical cognition. Journal of Numerical Cognition, 4(1), 1–8. https://doi.org/10.5964/jnc.v4i1.160
 Novitasari, D. R. (2010). Pembangunan Media Pembelajaran Bahasa Inggris Untuk Siswa Kelas 1 Pada Sekolah Dasar Negeri 15 Sragen. Sentra Penelitian Engineering Dan Edukas, Volume 2 N.
 Papadakis, S., Kalogiannakis, M., & Zaranis, N. (2017). Improving Mathematics Teaching in Kindergarten with Realistic Mathematical Education. Early Childhood Education Journal, 45(3), 369–378. https://doi.org/10.1007/s10643-015-0768-4
 Papalia, Old, & Feldman. (2009). Human Development (Psikologi Perkembangan (Kesembilan). Jakarta: Kencana.
 Paquette, K. R., Fello, S. E., & Jalongo, M. R. (2007). The talking drawings strategy: Using primary children’s Illustrations and oral language to improve comprehension of expository text. Early Childhood Education Journal, 35(1), 65–73. https://doi.org/10.1007/s10643- 007-0184-5
 Putra, L. D., & Ishartiwi. (2015). Pengembangan Multimedia Pembelajaram Interaktif Mengenal Angka dan Huruf untuk Anak Usia Dini. Jurnal Inovasi Teknologi Pendidikan, 2(2).
 Rich, B., & Thomas, C. (2009). Geometry: Includes Plane, Analytic, and Transformational Geometries. . (4th Editio). New York: McGraw-Hill.
 Rochanah, L. (2016). Pemanfaatan Media Berbasis Komputer Untuk Meningkatkan Kemampuan Huruf pada Anak Usia Dini (Urgensi Media Berbasis Komputer pada Peningkatan Kemampuan Mengenal Huruf ). Jurnal Program Studi PGRA, Volume 2 N, 1–8.
 Runtukahu, T., & Kandou, S. (2014). Pembelajaran matematika dasar bagi anak berkesulitan belajar. Yogyakarta: Ar-ruzz Media.
 Santrock, J. W. (2016). Children (Thirteenth). New York: McGraw-Hill Education.
 Sarama, J., & Clements, D. H. (2006). Mathematics, Young Students, and Computers: Software, Teaching Strategies and Professional Development. The Mathematics Educato, 9(2), 112– 134.
 Schoenfeld, A. H., & Stipek, D. (2011). Math Matters. Barkeley, California.Shilpa, S., & Sunita, M. (2013). A Study About Role of Multimedia in Early Childhood
 Education. International Journal of Humanities and Social Science Invention, 2(6). Siswono, T. Y. E. (2012). Belajar dan Mengajar Matematika Anak Usia Dini. Universitas Negeri
 Surabaya.Smaldino, S. E., Russel, J. D., & Lowther, D. L. (2014). Instructional Technology & Media for
 Learning (9th ed.). Jakarta: Kencana Prenada Media Group.
 Sudaryanti. (2006). Pengenalan Matematika Anak Usia Dini. Yogyakarta: FIP UNY.
 Sufa, F. F., & Setiawan, H. Y. (2017). Analisis Kebutuhan Anak Usia 4-6 Tahun Pada Pembelajaran Berbasis Komputer Pada Anak Usia Dini. Research Fair Unisri, 1(1).
 Suharjana, A. (2008). Pengenalan Bangun Ruang dan Sifat-sifatnya di SD. Yogyakarta: Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan Matematika.
 Sujiono, Y . N. (2014). Batasan dan Dasar T eori Pengembangan Kognitif. In Hakikat Pengembangan Kognitif (p. 12).
 
 
 
 
 
 
 Suryana, D. (2013). Pendidikan Anak Usia Dini (teori dan praktik pembelajaran). Padang: UNP Press.
 Susperreguy, M. I., & Davis-Kean, P. E. (2016). Maternal Math Talk in the Home and Math Skills in Preschool Children. Early Education and Development, 27(6), 841–857. https://doi.org/10.1080/10409289.2016.1148480
 Suwarna. (2010). Pengembangan Multimedia Pembelajaran untuk Pembinaan Kreativitas Melukis di Taman Kanak-kanak. Jurnal Universitas Negeri Yogyakarta.
 Suziedelyte, A. (2012). Can video games affect children’s cognitive and non-cognitive skills? UNSW Australian School of Business Research Paper. https://doi.org/10.2139/ssrn.2140983
 Tarigan, D. (2006). Pembelajaran Matematika Realistik. Jakarta: Departeman Pendidikan Nasional, Direktorat Jendral Pendidikan Tunggi, Direktorat Pembinaan Pendidikan Tenaga Kependidikan dan Ketenaga Perguruan Tinggi.
 Tatang, S. (2012). Ilmu Pendidikan. Bandung: Pustaka Setia.Trawick, M. (2007). Enemy Line ; Warfare, Childhood, and Play in Batticaloa. London:
 University of California Press.
 Trifunović, A., Čičević, S., Lazarević, D., Mitrović1, S., & Dragovi, M. (2018). Comparing Tablets (Touchscreen Devices and PCs in Preschool Children Education: Testing Spatial Relationship Using Geometric Syimbols Traffic Signs. IETI Transections on Economics and Safety, 2(1), 35–41. https://doi.org/10.6722/TES.201808_2(1).0004
 Vitianingsih, A. V. (2016). Game Edukasi Sebagai Media Pembelajaran Pendidikan Anak Usia Dini. Jurnal INFORM, 1 No. 1.
 Wang, F., & Kinzie, M. B. (2010). Applying Technology to Inquiry- Based Learning in Early Childhood Education. Early Childhood Education Journal.
 Weil, M., Calhoun, E., & Joyce, B. (2011). Models of Teaching. New York.: New York.
 Zack, N. (2014). Philosophy of Science and Race. New York: Routledge.
 Zare, Sarikhani, Salarii, & Mansouri. (2016). The Impact Of E-learning on University Student’s Academic Achievement and Creativity. Journal of Technical Education and Training (JTET), 8(11).
 
 
 
 
 

This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school. Each of the four films was designed to enhance first year university students understanding of theories and practices used in a range of discipline areas that underpin the operations of a commercial business undertaking. The final film mainly discussed here depicts a central case study scenario, entitled Middleton featuring a cast of teaching and academic staff from the Curtin Business School (CBS) in Perth, Western Australia and Curtin Sarawak, Malaysia(Curtin University of Technology). It was produced as a core teaching approach for exploring themes as part of the delivery of several first year units within the CBS, delivered over twelve campuses in Western Australia and South East Asia (Singapore, Malaysia, Hong Kong, Sri Lanka). Students in their first year of a commerce degree study compulsory business units that are disparate in their content and delivery. This diversity can cause some students to have difficulty with defining meaningful cohesiveness between units in their first year of study. Middleton sought to integrate the first year subjects into a film depicting a central case study of an international business operation.

An examination of nineteenth and early twentieth century events reveals the origins of the following three traditions of school mathematics in Australia: 1. Many groups in society will not benefit from having access to any branch of mathematics other than elementary arithmetic. Such groups include females, working-class children, and Aboriginal and other children whose cultures differ from the dominant Anglo-Saxon culture. 2. The main purpose of school mathematics is to prepare students for tertiary courses. 3. Rote teaching and learning procedures associated with rigidly defined courses of study, prescribed text books, and written examinations are desirable. Over the last 25 years the validity of these traditions has been questioned. This paper argues that the heavy dependence on overseas ideas, and the acceptance of tertiary mathematicians' views on school mathematics, which characterised earlier times, have diminished because of the greater involvement of school teachers, and tertiary and government mathematics educators, in discussions on school mathematics.

The aim of the doctoral study outlined in this paper is to contribute to the improvement of teaching and learning of environmental education. The significance of environmental education as a strategy to address environmental problems has been documented widely in Australia and overseas. This study shows that as a strategy to solve such problems its success so far has been questionable.The study assumes that there is a problem in the teaching and learning of environmental education and that the policy document, Environmental Education Curriculum Statement K-12 (New South Wales Department of Education, 1989) has not been adequately implemented.

The Finnish school system will transfer to the new Core Curriculum for Basic Education 2014 in 2016. The new curriculum emphasizes integration of subjects. In Finland, mathematics and the mother tongue are the two subjects which are taught the most and therefore play a significant role in every primary teacher’s weekly routine. Unlike English-speaking countries, Finland lacks children’s literature aimed towards use in mathematics teaching. This study aimed to understand teachers’ and teacher-trainees’ points of view on the extent to which they use children’s literature in teaching mathematics in primary school and how to efficiently use children’s literature in teaching mathematics in primary school. This study was a part of an international study entitled ‘Teachers’ beliefs on the integration of children’s literature in primary mathematics learning and teaching: A comparative study’, including universities from England, Hong Kong, Australia, and Finland. The aim was to determine teachers’ beliefs concerning integration of children’s literature into mathematics teaching and to the extent to which this benefits learning. Data collection was conducted via web-based questionnaires translated into Finnish from spring to autumn 2015. Mixed methods data analysis showed that teachers/teacher-trainees do not use children’s literature in mathematics teaching, but they still recognize various ways to implement it into their teaching. Previous studies on the use of literature in mathematics teaching show that children’s literature may provide a meaningful context to develop mathematical skills and foster children’s positive attitudes towards mathematics, as the stories in the literature are presented in an engaging and approachable manner.Keywords: mathematics, children’s literature, teaching

Thesis (MTech (Mechanical Engineering))--Cape Peninsula University of Technology, 2007<br>Twelve years into a democracy, South Africa still faces many developmental challenges. Since 2002 Universities of Technology in South Africa have introduced Foundational Programmes/provisions in their Science and Engineering programmes as a key mechanism for increasing throughput and enhancing quality. The Department of Education has been funding these foundational provisions since 2005. This Case Study evaluates an aspect of a Foundational provision in Mechanical Engineering, from the beginning of 2002 to the end of 2005, at a University of Technology, with a view to contributing to its improvemenl The Cape Peninsula University of Technology {CPUn, the locus for this Case Study, is the only one of its kind in a region that serves in excess of 4.5 million people. Further, underpreparedness in Mathematics for tertiary level study is a national and intemational phenomenon. There is thus a social interest in the evaluation of a Mathematics course that is part of a strategy towards addressing the shortage in Engineering graduates. This Evaluation of integration of the Foundation Mathematics course into Foundation Science, within the Department of Mechanical Engineering at CPUT, falls within the ambit of this social need. An integrated approach to cunriculum conception, design and implementation is a widely accepted strategy in South Africa and internationally; this approach formed the basis of the model used for the Foundation programme that formed part of this Evaluation. A review of the literature of the underpinnings of the model provided a theoretical framework for this Evaluation Study. In essence this involved the use of academic literacy theory together with learning approach theory to provide a lens for this Case Study.

The purpose of the study was to explore and compare key classroom level factors affecting mathematics learner achievement for South Africa and Australia. The study focused in the classroom where teaching and learning takes place. This is a secondary analysis of classroom level factors influencing Grade 8 mathematics learner achievement using the Trends in International Mathematics and Science Study (TIMSS) 2003. TIMSS 2003 was chosen because it was the latest international study available to measure trends in mathematics learner achievement, where South Africa had participated. Quantitative research approach was employed and a survey research method was used which seeks, among others, to explore relationships and patterns. Survey research method was suitable to provide data that responded to the research questions. The data collection in South Africa and Australia was conducted in October-December 2002 as both countries are located in the Southern Hemisphere. The sample for South Africa consisted of 255 schools with 100% coverage and stratification done by a total of nine provinces, and language. This resulted in 8952 learners tested across the provinces (Joncas, 2004, p. 212). For Australia, the sample consisted of 207 schools with 100% coverage and stratification done by a total of 8 States and Territories and school type. This resulted in 4791 learners participating in the study. The sample included teachers of learners who were selected to participate in the TIMSS 2003 study for South Africa and Australia. The intended target was teachers of all learners at the end of their eight year of schooling. For each participating school, a single mathematics class was sampled and the mathematics teacher of the selected class was asked to complete a mathematics questionnaire. Mathematics teachers of sampled learners responded to questions about teaching emphasis on the topics in the curriculum frameworks, instructional practices, professional training and education and their views on mathematics. The mathematics teacher questionnaire was designed to take about 45 minutes to complete The main question for this study was “What are the key classroom factors that influence learner performance in mathematics?” The three sub questions for the study were: What key variables on classroom level are related to learner achievement in mathematics for South Africa? What key variables on classroom level are related to learner achievement in mathematics for Australia? How do the classroom level factors in mathematics performance of South Africa compare with classroom level factors in Australia? The conceptual framework for the study stressed classroom level factors including instructional quality, which includes teacher background factors, classroom climate, teaching requirements and mathematics curriculum. The framework describes the factors related to classroom interactions within the comprehensive education system, with regard to inputs – process – outputs – outcomes. The selection of variables for the inclusion in the models was guided by the conceptual framework and extensive preliminary analyses. Preliminary statistical analyses included exploring descriptive statistics, Varimax factor analysis, reliability, correlation analysis and stepwise multiple regression analysis. The results of the study indicate that several specific classroom level factors were associated with the higher levels of mathematics achievement of South Africa and Australia. The results for the final South African model were: age of teacher; years been teaching; outside school day grading tests; outside school day other; and computer shortage were identified to predict learner achievement. For Australia ten classroom factors, namely, teacher perception of school climate; teacher perception of school safety; teacher emphasis on mathematics homework; teacher repeat mathematics limiting factors; homework contribute towards learning; work conditions; unhappy learners; shortage of instructional equipment; geometric shapes; and algebraic functions were identified to predict learner achievement. South Africa has factors like teacher background and outside school activities by the teacher. Australia has factors like classroom climate, work conditions and curriculum quality. In the light of schools effectiveness research and school improvement research, a comparative study like this one would require more than one level (classroom level), two or three levels would have been ideal to draw other variables and enrich the analysis, especially the learner level and school level. School effectiveness places an emphasis on the ability and social background of the learners as factors that shape academic performance<br>Dissertation (MEd)--University of Pretoria, 2011.<br>Science, Mathematics and Technology Education<br>unrestricted

This research study investigated the ways in which a mathematics module, informed by an enactivist philosophy, enabled pre-service teachers to unpack the reality of their teaching practice in terms of proficient teaching. Given the generally poor mathematics results in South Africa it is not enough for teachers to be merely proficient in Mathematics. They also need to be in a position to explain important mathematical concepts to children in a manner that will encourage and develop an understanding of the basic mathematical concepts. It was my intention with this study to determine whether a mathematics education module, that embraced the underlying themes of enactivism as part of its teaching pedagogy, could have the potential to develop and increase the skills of pre-service teachers’ teaching for proficiency in Mathematics. The mathematics module was underpinned by five themes of enactivism namely: autonomy, embodiment, emergence, sense-making and experience and was designed to supplement the pre-service teachers’ basic skills in Mathematics in the Intermediate Phase. This mathematics module was offered to fourth year pre-service teachers completing a B.Ed. in the Foundation Phase at a private institute specialising in the training of teachers. The theoretical framework was informed by enactivism and how the themes of enactivism could be used as a vehicle to develop teaching proficiency. The study was qualitative in nature and situated within an interpretivist paradigm. The specific perspectives of interpretivism that were used were hermeneutics, phenomenology and reflexivity. The research design was a case study that contained elements of action research and encompassed three phases of data collection. The first phase focused on the pre-service teachers’ approach to teaching Mathematics and what this brought forth in terms of the reality of their teaching practice and the problems they encountered. The second phase undertook to determine what growth and development of teaching proficiency in Mathematics had emerged over the research period. The final phase was undertaken after the pre-service teachers had graduated and were employed as full time teachers in the Intermediate Phase. The analytical framework and lens through which the data was analysed was that of Kilpatrick, Swafford and Findell’s (2001) strands of mathematical proficiency. The argument that I present is that the themes of enactivism did contribute to the growth of the pre-service teachers’ teaching for mathematical proficiency. The themes of embodiment and experience were major contributions in revealing that this was a reality for the pre-service teachers from a practical perspective and was what they would be able to take away with them. However the theme of emergence stood out as the principle that generated the most awareness and growth and which, in turn, affected the participants’ autonomy.

Thesis (Ph. D.)--University of Adelaide, Dept. of Linguistics, 1997.<br>Amendments and errata are in pocket on front end paper together with covering letter. Includes bibliographical references (leaves 168-185).

Middle school initiatives (including heterogeneous classes and an integrated, flexible curriculum together with promotion of student input) have been implemented in schools in Western Australia in response to a perceived need to align schools more closely with a more student-centred approach to learning, in the expectation of meeting more students’ needs and thereby reducing student dissatisfaction and increasing the possibility of students pursuing life long learning. Specific goals underlying the initiative include the development of independent learning and student responsibility for learning through a series of strategies such as self-paced learning, student involvement in negotiating their own learning, and a strong emphasis on respecting and valuing student input into the implementation of curricula. However, owing to the way that the curricula for Middle and Upper secondary school mathematics are currently structured, problems might arise for students in the transition from “a relaxed to a highly discipline-based organization of content” (as described by Venville, Wallace, Rennie, Malone (1998). Students accustomed to the current approaches implemented in Middle schools (Years 8 to 10) may be disadvantaged in the transition to Upper secondary school courses (Years 11 and 12) compared with those students who have been exposed to a more discipline-based organization of content throughout early adolescence and prior to entry into courses leading to tertiary entrance (T.E.E. courses). The aim of this project was to investigate the possible effects of Middle school initiatives in a group of students from three Middle schools in Western Australia in one subject area – mathematics – on the perceptions of self-efficacy and preparation in mathematics once the students encounter Year 11 Upper school courses. A survey containing Likert-type rating scales pertinent to four areas of interest – Self-efficacy in mathematics; Self-Directed Regulation; Views on current teaching; and Views on prior teaching were administered to students transferring from three “feeder” Middle schools to Year 11 (Upper secondary school) classes in one Senior College in Western Australia for each of 4 consecutive years. Students were also asked for their comments regarding preparation for the challenges of their chosen courses in mathematics. In addition, their levels of performance in a range of mathematical skills were assessed using a teacher-developed test. The perceptions of their Middle and Senior School teachers were also sought. As the survey was administered to all students as a routine part of action research within the mathematics faculty at the Senior College, only the results of those students who subsequently agreed to be participants in the study are reported in this dissertation. Results indicated that a mismatch existed in approaches and skills between Middle School and Senior College Mathematics. The reliance on students making suitable choices for themselves, the absence of specialist teachers of mathematics in middle schools, mixed ability classes in which specialist teachers of mathematics find it difficult to operate successfully and a curriculum that was so flexible that teachers omitted key elements required for later studies were the main factors that resulted in a significant number of students making the transition from middle to senior school with insufficient preparation. Implications for the teaching of mathematics in these three Middle schools and the Upper school are discussed.

Bibliography: pages 177-183.<br>The dissertation is concerned with the production of a systematic analysis of HSRC research reports into mathematics education in South Africa between 1970 and 1980. Drawing on the theoretical language of Dowling (1995), the analysis focuses on the (re)production of voice and message in the reports. This entails an analysis of positioning strategies that il1ark out voices in the texts and distributing strategies that distribute message across voices. Voices include bureaucratic, academic, teacher and learner voices and knowledge and practices that constitute message distributed to voices relate to mathematical knowledge, pedagogic knowledge and curriculum innovation practices. Positioning and distributing textual strategies with respect to learner and teacher sub-voices are related to the (re)production of theories of instruction that constitute models of acquirers, transmitters and pedagogic contexts and define pedagogic competence in particular ways. The (re)production of theories of instruction in turn are related to the reproduction of social relations in the broader society. It is hoped that the analysis illustrates the generality of Dowling's language for analysing texts. The substantive focus of the study is the analysis of the reports and the language developed in the analysis is used to make some suggestive comments about current mathematics curriculum development in South Africa. It is hoped, in particular, that the focus in this study on discourses in mathematics education in South Africa in the 1970s will contribute to the documenting of the history of mathematics curriculum development in South Africa.

ENGLISH ABSTRACT: In today’s hi-tech global economy the fields of science, technology and engineering are becoming increasingly and undeniably central to economic growth and competitiveness, and will provide many future jobs. Qualifications in Mathematics are crucial gateways to further education and will provide access to the Science, Technology, Engineering and Mathematics (STEM) industries. This study focuses on the optional course in Mathematics, called Advanced Programme Mathematics (APM), which is offered and assessed by the Independent Examination Board in the final three years of high school in South Africa. At present, the South African school system does not adequately prepare students for the transition from school to university Mathematics, and APM has been designed to address this gap. The research question set by this study is: To what extent does the APM course succeed in preparing learners for the rigour of first-year Mathematics in the STEM university programmes? The sample group of 439 students was selected from the 2013 cohort of first-year Mathematics students at Stellenbosch University. First, an analysis of the relevant curricula was undertaken, and then an empirical investigation was done to determine the differences in performance between first and second semester examinations of first-year university Mathematics students who took APM, and those who did not. This was followed by an investigation by means of a questionnaire into the perceptions of students on how effective APM was in easing the transition from school to university Mathematics. The research was designed according to the Framework for an Integrated Methodology (FraIM) of Plowright (2011). From an extensive international literature study, it appears that APM is definitely a predictor of post-secondary success. Since no formal research has been recorded to support this claim, this study aims to provide a sound answer to whether APM is advantageous. The effect size results of this study show that APM marks of students explain 68% of the achievement in first-semester university Mathematics when combined with NSC Mathematics marks in a general regression model. There is a significant difference between the marks of students who took APM and those who did not in first-semester university Mathematics, specifically across the National Senior Certificate (NSC) Mathematics mark categories of 80-100%. APM course-taking leads to confidence in Mathematics, which combined with good domain knowledge of calculus, ease the transition from school to university Mathematics. The study recommends that not only students who intend pursuing a career in the STEM industries should take the APM course, but also those who intend to apply for admission to any other tertiary studies, as the cognitive and other skills provided by APM will give them the required edge to perform well in higher education. Schools are called upon to provide access to APM for mathematically gifted students, and teachers and guidance counsellors should encourage learners to enrol for AMP. This will enable them to share in the manifold academic and personal benefits accruing from the course, and to help alleviate the critical shortage of graduates in careers requiring a strong Mathematics background in South Africa.<br>AFRIKAANSE OPSOMMING: In die hoë-tegnologie-wêreldekonomie van vandag word die gebiede van wetenskap, tegnologie en ingenieurswese toenemend en onmiskenbaar die kern van ekonomiese groei en mededingendheid wat in die toekoms baie werkgeleenthede sal bied. Kwalifikasies in Wiskunde open beslis baie deure na verdere opleiding en verleen toegang tot die Wetenskap-, Tegnologie- Ingenieurswese- en Wiskunde-industrieë. Hierdie studie fokus op die opsionele kursus in Wiskunde, genaamd Gevorderde Program Wiskunde (GPW), wat deur die Onafhanklike Eksamenraad aangebied en geassesseer word in die laaste drie jaar van hoërskoolonderrig in Suid-Afrika. Tans berei die Suid-Afrikaanse skoolstelsel nie studente genoegsaam voor vir die oorgang van skool- na universiteitswiskunde nie en GPW is ontwerp om hierdie gaping te oorbrug. Die navorsingsvraag wat hierdie studie stel, is: In watter mate slaag die GPW-kursus daarin om leerders voor te berei vir die streng vereistes van eerstejaar-Wiskunde in die Wetenskap-, Tegnologie- Ingenieurswese- en Wiskunde-universiteitsprogramme? Die toetsgroep van 436 studente is gekies uit die 2013-groep eerstejaar-Wiskundestudente aan Stellenbosch Universiteit. Aanvanklik is ᾽n analise van die relevante leerplanne onderneem, waarna ᾽n empiriese ondersoek gedoen is om die verskille in prestasie in die eerste en tweede semester eksamens vas te stel tussen eerstejaar-Wiskundestudente op universiteit wat wel GPW geneem het en diegene wat dit nie geneem het nie. Dit is gevolg deur ᾽n ondersoek deur middel van ᾽n vraelys na die persepsies van studente oor hoe effektief GPW was om die oorgang van skool- na universiteitswiskunde te vergemaklik. Die navorsing is ontwerp op grond van ‘n model vir ‘n geïntegreerde metodologie van Plowright (2011). Dit blyk uit ᾽n uitgebreide studie van internasionale literatuur dat GPW definitief ᾽n voorspeller van post-sekondêre sukses is. Aangesien geen formele navorsing om hierdie aanspraak te ondersteun nog op skrif gestel is nie, poog hierdie studie om ᾽n deurdagte antwoord te verskaf op die vraag of GPW wel tot voordeel van studente is. Die effek grootte resultate van hierdie studie dui aan dat die GPW-punte van studente 68% van prestasie in Wiskunde in die eerste semester op universiteit verduidelik as dit in ᾽n algemene regressiemodel met die Nasionale Senior Sertifikaat (NSS) punte gekombineer word. Daar is ᾽n beduidende verskil tussen die Wiskundepunte van studente wat GPW geneem het en diegene wat dit nie geneem het nie in die eerste semester op universiteit, veral in die NSS-Wiskundepuntekategorieë van 80-100%. Om die GPW-kursus te neem, lei tot selfvertroue in Wiskunde, wat saam met ᾽n goeie kennis van die Differensiaalrekening-domein, die oorgang van Wiskunde vanaf skoolvlak na universiteitsvlak vergemaklik. Op grond van die studie beveel die navorser aan dat nie slegs studente wat ᾽n loopbaan in Wetenskap-, Tegnologie- Ingenieurswese- en Wiskunde-rigtings wil volg, die GPW-kursus behoort te volg nie, maar ook diegene wat vir toelating tot enige ander tersiêre studie wil aansoek doen, aangesien die kognitiewe en ander vaardighede wat GPW ontwikkel, hulle die nodige voorsprong sal bied om goed te vaar in verdere studie. Skole word aangemoedig om toegang tot GPW aan wiskundig begaafde leerlinge te verskaf en onderwysers en loopbaanraadgewers behoort leerlinge aan te moedig om vir GPW in te skryf. Sodoende kan hulle deel in die vele akademiese en persoonlike voordele wat die kursus bied, en help om die kritieke tekort aan gegradueerdes in die studierigtings waar ‘n sterk Wiskunde agtergrond ‘n vereiste is, te help verlig.

AbstractThis chapter shows how the teaching of multiplication is structured in national curriculum standards (programs) around the world. (The documents are distributed by national governments via the web. Those documents are written in different formats and depths. For understanding the descriptions of the standards, we also refer to national authorized textbooks for confirmation of meanings.) The countries chosen for comparison in this case are two countries in Asia, one in Europe, two in North America, and two in South America: Singapore, Japan, Portugal, the USA (where the Common Core State Standards (2010) are not national but are agreed on by most of the states), Mexico, Brazil, and Chile, from the viewpoint of their influences on Ibero-American countries. (The National Council of Teachers of Mathematics (NCTM) standards (published in 2000) and the Japanese and Singapore textbooks have been influential in Latin America. Additionally, Portugal was selected to be compared with Brazil). To distinguish between each country’s standard and the general standards described here, the national curriculum standards are just called the “program.” The comparison shows the differences in the programs for multiplication in these countries in relation to the sequence of the description and the way of explanation. The role of this chapter in Part I of this book is to provide the introductory questions that will be discussed in Chaps. 3, 4, 5, 6, and 7 to explain the features of the Japanese approach. (As is discussed in Chap. 1, the Japanese approach includes the Japanese curriculum, textbooks, and methods of teaching which can be used for designing classes, as has been explored in Chile (see (Estrella, Mena, Olfos, Lesson Study in Chile: a very promising but still uncertain path. In Quaresma, Winsløw, Clivaz, da Ponte, Ní Shúilleabháin, Takahashi (eds), Mathematics lesson study around the world: Theoretical and methodological issues. Cham: Springer, pp. 105–122, 2018). The comparison focuses on multiplication of whole numbers. In multiplication, all of these countries seem to have similar goals—namely, for their students to grasp the meaning of multiplication and develop fluency in calculation. However, are they the same? By using the newest editions of each country’s curriculum standards, comparisons are done on the basis of the manner of writing, with assigned grades for the range of numbers, meanings, expression, tables, and multidigit multiplication. The relationship with other specific content such as division, the use of calculators, the treatment of multiples, and mixed arithmetic operations are beyond the scope of this comparison. Those are mentioned only if there is a need to show diversity.

One of the principal objectives of teaching and learning mathematics, science, and technology (MST) is to produce a digitally-based society, and students are pillars to achieve this fundamental objective in this information age. The study investigated students' attitude in MST education for digitally-based society in the South-West region, Nigeria. A sample of 1,080 from the population of 2,700 was used from six private and six public tertiary institutions in the six states that made up the region. A questionnaire with a reliability coefficient of 0.813 was used to gather research data for analysis. Findings revealed that the students in the South-West geopolitical region had a poor attitude in mathematics, chemistry, physics, and computer science, and there was a poor academic performance in MST education. There was a significant difference between public and private tertiary institutions students' attitude towards MST-related courses. Recommendations on periodical workshops and training of teachers on the innovativeness in the teaching of science-based subjects were made.

Heads of departments (HoDs) play a central role in managing teaching and learning in the schools. Moreover, good leadership contributes to school improvement and to learner achievement, especially in mathematics. South African mathematics achievement levels are still regarded as the lowest. The purpose of the chapter is to explore HoDs' management of the mathematics curriculum and challenges encountered during COVID-19. This investigation was situated within the qualitative research paradigm. A comprehensive literature review method was incorporated as an approach to collect, analyse, and interpret data. Themes of focus included managing the mathematics curriculum, resources availability, intervention strategies for teaching and learning during COVID-19, curriculum completion management, record keeping, teacher development, and learner support, among others. The present study seeks to problematise the notion that HoDs do not seem to have a good understanding of curriculum management with particular focus on mathematics in the schools during the COVID-19 pandemic.

This chapter reports on the use of Facebook as the host site for a collaborative international animation forum between student cohorts from the University of South Australia in Australia, Penn State University in the United States of America, and Nanyang Technological University in Singapore. From July to December in 2012, 69 animation students from the three institutions took part in the forum. Students were required to submit work-in-progress imagery related to major assignments, and provide feedback and critiques to their global peers. Locally, resulting discussions were often transferred into the physical classroom, be it a lecture or studio, for further dissemination between peers. Internationally, students took on new roles, with more experienced students mentoring their peers. The evaluation process of the international online learning environment included informal discussions between associated teaching staff, and a post semester survey providing participating students with the opportunity to critically reflect on the experience. The findings of the study are discussed in light of the growing use of social media to support mentoring, learning and teaching in tertiary education, particularly in the fields of design and digital media.

This chapter introduces transformative learning as a helpful theory to consider the role of departmental heads in the procurement of teaching and learning resources in selected secondary schools in Alexandra Township, South Africa. South Africa felt the effects of the pandemic as the country was ill-prepared for the devastation the pandemic brought to its learning systems. The Department of Basic Education tried to implement various strategies to ensure that teaching and learning continue to save the academic year. In this qualitative study, the interpretive paradigm and a purposive convenient sampling technique were employed to sample five mathematics DH from five secondary schools. The thematic data analysis was used to interpret and discuss data obtained from the document and semi-structured interviews. It was found that the schools did not have teaching and learning resources that could allow remote learning. Moreover, there is a need to improve retrieval practices as resources loaned to learners remain unaccounted for.

Blended learning is one of the modalities used to enhance students' learning experiences in the 21st century. South African educators who migrate to countries overseas have mixed feelings about their teaching using technology in schools. This chapter presents findings on implementation of blended learning in mathematics classrooms from the perspectives of two South African educators working in an international school in Saudi Arabia. The study was done using a qualitative case study within an interpretivist paradigm and it was guided by the technology acceptance model. Two South African educators teaching at an international school in Saudi Arabia were purposively selected to participate in the study. Data was collected using semi-structured interviews and document analysis. A significant contribution of the study was the development of a model which shows that perspectives of the educators on blended learning hinges on two entities: technology acceptance and educators' self-efficacy.

The educational institution participating in this research is a pre-university pathway college in South Australia. Specific to this study are the international students who enter this educational organization to undertake a Diploma in Business, Information Technology (IT) or Engineering, which constitutes the ‘first-year' of a Bachelor's degree at the partner university. In response to a mandatory online questionnaire, 106 responses were gathered from new students to the open-ended question—What is the difference between ‘group work' and ‘collusion'? Faculty are taking greater responsibility for elucidating the ‘line' between authorized and unauthorized collaboration. Deep(er) understanding of students' views/notions of these two concepts are indispensable if institutions with diverse student populations are to develop effective policies and procedures for increasing Academic Integrity (AI) among all members of the teaching and learning community.

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam &amp; Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.

The Central University of Technology (CUT) in South Africa compels that all programmes without a Mathematics module to offer Numeracy to first-year students. Initially, the Department of Mathematical and Physical Sciences at CUT was requested to facilitate this module from 2014 within the first semester. However, Numeracy was offered in a general manner without considering the applicability to the Design and Studio Art programme. The aim of this study was to revise the current curriculum and modify it to be applicable to the Design and Studio Art programme. Thus, the objectives of this study were firstly, to identify the gap in the current curriculum, which related to mathematical concepts within the Numeracy module which seemed to be not applicable to this programme. Secondly, to identify the mathematical concepts within the Numeracy module that could possibly be applicable to this Programme and modify them, accordingly. These concepts were identified as geometry, ratios and proportions, scale drawings, grid system, units and conversions. The final objective of this study related to the teaching of these concepts into the programme. The purpose of this paper report on the reflective observations on the revision and modification of the curriculum, more specifically on the application of these concepts in the Drawing module of the Design and Studio Art programme. A qualitative research approach was employed through reflective observations by the lecturer in the drawing lesson of 38 students who were enrolled on this programme. An analysis was further done on students’ abilities to apply mathematical concepts in their drawing project and what they have learnt in the Numeracy module. Findings revealed students’ abilities to apply mathematical concepts with ease- this after the lecturer explained the relations amongst these concepts to drawing. It appeared as though this intervention benefited mostly the students who were struggling with drawing. A key recommendation is that the application of the stated mathematical concepts be practiced in other modules within the Design and Studio Art programme at CUT.

The Trends in International Mathematics and Science Study (TIMSS) is an international comparative study of student achievement directed by the International Association for the Evaluation of Educational Achievement (IEA). TIMSS was first conducted in 1995 and the assessment conducted in 2019 formed the seventh cycle, providing 24 years of trends in mathematics and science achievement at Year 4 and Year 8. In Australia, TIMSS is managed by the Australian Council for Educational Research (ACER) and is jointly funded by the Australian Government and the state and territory governments. The goal of TIMSS is to provide comparative information about educational achievement across countries in order to improve teaching and learning in mathematics and science. TIMSS is based on a research model that uses the curriculum, within context, as its foundation. TIMSS is designed, broadly, to align with the mathematics and science curricula used in the participating education systems and countries, and focuses on assessment at Year 4 and Year 8. TIMSS also provides important data about students’ contexts for learning mathematics and science based on questionnaires completed by students and their parents, teachers and school principals. This report presents the results for Australia as a whole, for the Australian states and territories and for the other participants in TIMSS 2019, so that Australia’s results can be viewed in an international context, and student performance can be monitored over time. The results from TIMSS, as one of the assessments in the National Assessment Program, allow for nationally comparable reports of student outcomes against the Melbourne Declaration on Educational Goals for Young Australians. (Ministerial Council on Education, Employment, Training and Youth Affairs, 2008).