Subjects -> MATHEMATICS (Total: 1013 journals)
    - APPLIED MATHEMATICS (92 journals)
    - GEOMETRY AND TOPOLOGY (23 journals)
    - MATHEMATICS (714 journals)
    - MATHEMATICS (GENERAL) (45 journals)
    - NUMERICAL ANALYSIS (26 journals)
    - PROBABILITIES AND MATH STATISTICS (113 journals)

MATHEMATICS (714 journals)            First | 1 2 3 4     

Showing 601 - 538 of 538 Journals sorted alphabetically
Results in Mathematics     Hybrid Journal  
Results in Nonlinear Analysis     Open Access  
Review of Symbolic Logic     Full-text available via subscription   (Followers: 2)
Reviews in Mathematical Physics     Hybrid Journal   (Followers: 1)
Revista Baiana de Educação Matemática     Open Access  
Revista Bases de la Ciencia     Open Access  
Revista BoEM - Boletim online de Educação Matemática     Open Access  
Revista Colombiana de Matemáticas     Open Access   (Followers: 1)
Revista de Ciencias     Open Access  
Revista de Educación Matemática     Open Access  
Revista de la Escuela de Perfeccionamiento en Investigación Operativa     Open Access  
Revista de la Real Academia de Ciencias Exactas, Fisicas y Naturales. Serie A. Matematicas     Partially Free  
Revista de Matemática : Teoría y Aplicaciones     Open Access   (Followers: 1)
Revista Digital: Matemática, Educación e Internet     Open Access  
Revista Electrónica de Conocimientos, Saberes y Prácticas     Open Access  
Revista Integración : Temas de Matemáticas     Open Access  
Revista Internacional de Sistemas     Open Access  
Revista Latinoamericana de Etnomatemática     Open Access  
Revista Latinoamericana de Investigación en Matemática Educativa     Open Access  
Revista Matemática Complutense     Hybrid Journal  
Revista REAMEC : Rede Amazônica de Educação em Ciências e Matemática     Open Access  
Revista SIGMA     Open Access  
Ricerche di Matematica     Hybrid Journal  
RMS : Research in Mathematics & Statistics     Open Access  
Royal Society Open Science     Open Access   (Followers: 7)
Russian Journal of Mathematical Physics     Full-text available via subscription  
Russian Mathematics     Hybrid Journal  
Sahand Communications in Mathematical Analysis     Open Access  
Sampling Theory, Signal Processing, and Data Analysis     Hybrid Journal  
São Paulo Journal of Mathematical Sciences     Hybrid Journal  
Science China Mathematics     Hybrid Journal   (Followers: 1)
Science Progress     Full-text available via subscription   (Followers: 1)
Sciences & Technologie A : sciences exactes     Open Access  
Selecta Mathematica     Hybrid Journal   (Followers: 1)
SeMA Journal     Hybrid Journal  
Semigroup Forum     Hybrid Journal   (Followers: 1)
Set-Valued and Variational Analysis     Hybrid Journal  
SIAM Journal on Applied Mathematics     Hybrid Journal   (Followers: 11)
SIAM Journal on Computing     Hybrid Journal   (Followers: 11)
SIAM Journal on Control and Optimization     Hybrid Journal   (Followers: 18)
SIAM Journal on Discrete Mathematics     Hybrid Journal   (Followers: 8)
SIAM Journal on Financial Mathematics     Hybrid Journal   (Followers: 3)
SIAM Journal on Mathematics of Data Science     Hybrid Journal   (Followers: 1)
SIAM Journal on Matrix Analysis and Applications     Hybrid Journal   (Followers: 3)
SIAM Journal on Optimization     Hybrid Journal   (Followers: 12)
Siberian Advances in Mathematics     Hybrid Journal  
Siberian Mathematical Journal     Hybrid Journal  
Sigmae     Open Access  
SILICON     Hybrid Journal  
SN Partial Differential Equations and Applications     Hybrid Journal  
Soft Computing     Hybrid Journal   (Followers: 7)
Statistics and Computing     Hybrid Journal   (Followers: 13)
Stochastic Analysis and Applications     Hybrid Journal   (Followers: 2)
Stochastic Partial Differential Equations : Analysis and Computations     Hybrid Journal   (Followers: 1)
Stochastic Processes and their Applications     Hybrid Journal   (Followers: 5)
Stochastics and Dynamics     Hybrid Journal  
Studia Scientiarum Mathematicarum Hungarica     Full-text available via subscription   (Followers: 1)
Studia Universitatis Babeș-Bolyai Informatica     Open Access  
Studies In Applied Mathematics     Hybrid Journal   (Followers: 1)
Studies in Mathematical Sciences     Open Access   (Followers: 1)
Superficies y vacio     Open Access  
Suska Journal of Mathematics Education     Open Access   (Followers: 1)
Swiss Journal of Geosciences     Hybrid Journal   (Followers: 1)
Synthesis Lectures on Algorithms and Software in Engineering     Full-text available via subscription   (Followers: 2)
Synthesis Lectures on Mathematics and Statistics     Full-text available via subscription   (Followers: 1)
Tamkang Journal of Mathematics     Open Access  
Tatra Mountains Mathematical Publications     Open Access  
Teaching Mathematics     Full-text available via subscription   (Followers: 10)
Teaching Mathematics and its Applications: An International Journal of the IMA     Hybrid Journal   (Followers: 4)
Teaching Statistics     Hybrid Journal   (Followers: 8)
Technometrics     Full-text available via subscription   (Followers: 8)
The Journal of Supercomputing     Hybrid Journal   (Followers: 1)
The Mathematica journal     Open Access  
The Mathematical Gazette     Full-text available via subscription   (Followers: 1)
The Mathematical Intelligencer     Hybrid Journal  
The Ramanujan Journal     Hybrid Journal  
The VLDB Journal     Hybrid Journal   (Followers: 2)
Theoretical and Mathematical Physics     Hybrid Journal   (Followers: 7)
Theory and Applications of Graphs     Open Access  
Topological Methods in Nonlinear Analysis     Full-text available via subscription  
Transactions of the London Mathematical Society     Open Access   (Followers: 1)
Transformation Groups     Hybrid Journal  
Turkish Journal of Mathematics     Open Access  
Ukrainian Mathematical Journal     Hybrid Journal  
Uniciencia     Open Access  
Uniform Distribution Theory     Open Access  
Unisda Journal of Mathematics and Computer Science     Open Access  
Unnes Journal of Mathematics     Open Access   (Followers: 2)
Unnes Journal of Mathematics Education     Open Access   (Followers: 2)
Unnes Journal of Mathematics Education Research     Open Access   (Followers: 1)
Ural Mathematical Journal     Open Access  
Vestnik Samarskogo Gosudarstvennogo Tekhnicheskogo Universiteta. Seriya Fiziko-Matematicheskie Nauki     Open Access  
Vestnik St. Petersburg University: Mathematics     Hybrid Journal  
VFAST Transactions on Mathematics     Open Access   (Followers: 1)
Vietnam Journal of Mathematics     Hybrid Journal  
Vinculum     Full-text available via subscription  
Visnyk of V. N. Karazin Kharkiv National University. Ser. Mathematics, Applied Mathematics and Mechanics     Open Access   (Followers: 1)
Water SA     Open Access   (Followers: 2)
Water Waves     Hybrid Journal  
Zamm-Zeitschrift Fuer Angewandte Mathematik Und Mechanik     Hybrid Journal   (Followers: 1)
ZDM     Hybrid Journal   (Followers: 2)
Zeitschrift für angewandte Mathematik und Physik     Hybrid Journal   (Followers: 2)
Zeitschrift fur Energiewirtschaft     Hybrid Journal  
Zetetike     Open Access  

  First | 1 2 3 4     

Similar Journals
Journal Cover
Teaching Mathematics and its Applications: An International Journal of the IMA
Journal Prestige (SJR): 0.28
Number of Followers: 4  
 
  Hybrid Journal Hybrid journal (It can contain Open Access articles)
ISSN (Print) 0268-3679 - ISSN (Online) 1471-6976
Published by Oxford University Press Homepage  [419 journals]
  • Special issue editorial: restarting the new normal

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      Authors: Gillard J; Ketnor C, Mac An Bhaird C, et al.
      Pages: 249 - 253
      PubDate: Mon, 29 Nov 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab026
      Issue No: Vol. 40, No. 4 (2021)
       
  • The early impact of the COVID-19 pandemic on mathematical competencies on
           entry into a UK university

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      Authors: Hodds M.
      Pages: 254 - 262
      Abstract: AbstractStudents from England and Wales had their A-level results in 2020 decided by a ‘triple lock’ system as traditional examinations were cancelled due to the pandemic. Therefore, there was a fear that students were either being unfairly judged ( Arden University 2020) or would enter university with a reduced understanding of concepts leading to an increase in drop-out rates ( Staton, 2020). To measure mathematical ability, diagnostic testing is used at universities. This is now a well-established practice that supports students and their lecturers in discovering areas of mathematical strength and weakness upon entry to a course ( Lawson, 2003; Hodds, Shao, and Lawson, 2020). This article compares the entry competencies of students arriving at one UK university in October 2020 with those who entered in previous years, using the same diagnostic test taken by all students as the method for comparison. Students who received their A levels in the year of entry are also compared to those who entered with A levels from years prior, allowing for a fair comparison of students in 2020 in particular. Furthermore, the abilities of students at different A-level grades are also compared. The results showed that students in 2020 appear not to be disadvantaged by the issues caused by the pandemic. On the contrary, many students outperformed colleagues who had summative assessment prior to 2020.
      PubDate: Fri, 08 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab021
      Issue No: Vol. 40, No. 4 (2021)
       
  • Flexible learner or imposter' Learning A Level mathematics in England
           through the COVID-19 pandemic

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      Authors: Golding J.
      Pages: 263 - 276
      Abstract: AbstractWe evidence English teacher and student perspectives on the learning of pre-university mathematics ‘A Level’ courses through the pandemic period to July 2021. Data are drawn from a 2017–21 classroom-close study of enactment of such courses in 13 fairly representative centres, using an institutional ethnographic approach. The pandemic picture was generally one of the significant and sustained negative impacts, though over the course of the study, respondents reported progress in addressing early limitations in the harnessing of digital platforms for learning. A small number of participating students reported home-based study beneficial for their mathematics learning, and a bigger group identified some wider benefits that partly offset the challenges. Most participating 16–18-year-old students, though, reported finding remote learning of mathematics both demanding and limiting. Pandemic constraints impacted most strongly on opportunities to engage with newer emphases within A Level courses: problem solving, reasoning, modelling, statistics and mechanics. Receiving academics reported that mathematical preparedness, and confidence, for mathematics-intense university courses has also been widely affected, with a bigger range of preparedness and confidence than usual. The study draws attention to the importance of studying subject-specific impact and drawing on student as well as teacher perceptions. It exposes a range of consequences of the cancellation of examinations and a need to develop and share effective pedagogies for working remotely with pre-university students.
      PubDate: Tue, 26 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab025
      Issue No: Vol. 40, No. 4 (2021)
       
  • Engaging with mathematics during Covid-19: students aged 16+ responding to
           a mathematics ‘Box Set’ of enrichment video materials

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      Authors: Lyakhova S; Oakes D, Joubert M.
      Pages: 277 - 295
      Abstract: AbstractThis paper reports on a mathematics outreach programme, ‘Bridging KS5 to University’, which offered video materials to students aged 16+ during the school closures in spring/summer 2020 in Wales. The 13 videos, provided by the Further Mathematics Support Programme in Wales, ranging from 20 to 50 min long, included activities and exercises addressing mathematical topics outside the school curriculum, and engaging with them can thus be seen as enrichment activities. The study is primarily concerned with the ways in which students engaged with the materials and what motivated them to begin watching them and then continue to watch them. Interviews with students found that the students’ behavioural and emotional engagement with the materials was much as might have been expected, but that their cognitive engagement was perhaps higher than expected. Considerations for developing further similar enrichment programmes for use in times of crisis, including equity issues, as well as for up-cycling the bridging programme for ‘normal’ times are also discussed.
      PubDate: Fri, 08 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab023
      Issue No: Vol. 40, No. 4 (2021)
       
  • ‘Everyone seems to be agreeing at the minute that face-to-face is the
           way forward’: practitioners’ perspectives on post-pandemic mathematics
           and statistics support

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      Authors: Gilbert H; Hodds M, Lawson D.
      Pages: 296 - 316
      Abstract: AbstractMathematics and statistics support (MSS) is now firmly embedded in the learning and teaching infra-structure of most UK universities and in many universities worldwide. In common with other higher education activities, in response to restrictions put in place to reduce the spread of Covid-19, MSS transitioned rapidly to online delivery in spring 2020. This paper reports on thinking within the practitioner community about good practice in the delivery of online MSS. A two-phase approach was used to collect this shared wisdom: an initial questionnaire in May 2020 (just after provision had moved online) and interviews with practitioners in January/February 2021 after colleagues had some experience in online provision and had had the opportunity to reflect on and modify the measures hastily put in place in spring 2020. The focus of the study is not only on what is currently being provided but also on what MSS will look like once all pandemic related restrictions have been ended. The overall feeling of the participants is that face-to-face MSS will return as the dominant form of delivery but that the benefits of online provision are such that a significant minority of provision will remain in this form.
      PubDate: Wed, 06 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab019
      Issue No: Vol. 40, No. 4 (2021)
       
  • Asynchronous online mathematics learning support: an exploration of
           interaction data to inform future provision

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      Authors: O’Sullivan L; Casey D, Crowley J.
      Pages: 317 - 331
      Abstract: AbstractOver the past 30 years, higher education institutions (HEIs) worldwide have been grappling with the difficulties experienced by many students entering higher education due to their poor pre-entry core mathematical skills. In the Republic of Ireland and the UK, the provision of mathematics learning support (MLS) is the approach most commonly adopted by HEIs to deal with this problem, providing free one-to-one mathematical support and/or workshops for students. However, despite the availability of such supports and research that suggests that engagement with these supports can have a positive impact on student retention and progression, ensuring high levels of student engagement with these supports remains a significant challenge. In more recent years, some institutions have started to provide online MLS which takes many different forms but mainly provide links to websites, revision notes, past exam papers, etc. In light of the COVID-19 pandemic and the need for many to resort to remote teaching, it would appear the successful provision of online mathematics support is set to become increasingly important over the coming years. This paper will examine student interaction data with one such online MLS provision, hosted within a virtual learning environment. The interaction data will be analysed in order to gain a better understanding of the level of student engagement with this resource and the content most frequently accessed. This analysis will be used to inform the future development and enhancement of the resource so as to encourage student engagement.
      PubDate: Tue, 28 Sep 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab016
      Issue No: Vol. 40, No. 4 (2021)
       
  • Mathematics is different: student and tutor perspectives from Ireland and
           Australia on online support during COVID-19

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      Authors: Mullen C; Pettigrew J, Cronin A, et al.
      Pages: 332 - 355
      Abstract: AbstractFrom March 2020, the Mathematics Support Centre at University College Dublin, Ireland, and the Mathematics Education Support Hub at Western Sydney University, Australia, moved wholly online and have largely remained so to the point of writing (August 2021). The dramatic and swift changes brought on by COVID-19, in particular to fully online modes of teaching and learning including mathematics and statistics support (MSS), have presented students and tutors with a host of new opportunities for thinking and working. This study aims to gain insight both from students and tutors about their experience of wholly online learning and tutoring in the COVID-19 era. In this sense, it represents a ‘perspectives’ study, the idea being that before we examine specific aspects of this experience, it would be best to know what the issues are. Employing a qualitative analysis framework of 23 one-on-one interview transcripts with tutors and students from both institutions in Australia and Ireland, we identified five key themes as central to the shared experiences and perspectives of tutors and students. In this study, we discuss three of these themes in relation to the new normal with the intention of supporting MSS practitioners, researchers and students going forward. The themes describe the usage of online support, how mathematics is different and the future of online MSS.
      PubDate: Mon, 27 Sep 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab014
      Issue No: Vol. 40, No. 4 (2021)
       
  • Student experiences of online study groups and drop-in mathematics support
           during COVID-19

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      Authors: Mac an Bhaird C; McGlinchey A, Mulligan P, et al.
      Pages: 356 - 373
      Abstract: AbstractIn this paper, we consider the changes to mathematics learning support (MLS) at Maynooth University due to the COVID-19 pandemic, including the provision of novel online study groups aimed at increasing student engagement and interaction. We briefly outline the local, national and international impact of COVID-19 on MLS and then focus on the results of a student survey. Respondents who regularly used online MLS were broadly positive about their experiences. They cited, in particular, the influence of tutors and the scheduled study groups, which provided structure and motivation as well as the opportunity to work with others and ask questions in less intimidating small groups. However, some respondents highlighted factors that impacted negatively on their engagement. These included low attendance or interaction from peers, timetabling issues or busy schedules, lack of awareness of the details of the services and increased feelings of discomfort and anxiety in an online environment. We consider how this student feedback may influence our future online and in-person supports.
      PubDate: Sat, 14 Aug 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab010
      Issue No: Vol. 40, No. 4 (2021)
       
  • Mathematics and statistics distance learning: more than just online
           teaching

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      Authors: Hilliam R; Goldrei D, Arrowsmith G, et al.
      Pages: 374 - 391
      Abstract: AbstractAt the Open University, where students learn online and at a distance, the School of Mathematics and Statistics has for many years provided innovative ways of supporting students outside the ‘classroom’ environment so was well prepared to support students during the COVID-19 pandemic. These forms of support include online forums to help students with module choice and taster resources including diagnostic quizzes for students to self-assess their readiness to study individual modules and receive targeted support. Since 2017, these resources, and more, have been incorporated into a multi-functional student-facing website. The website enables all units, both academic and non-academic, to provide consistent academic, pastoral and social support to students studying mathematics and statistics modules online. By focusing on the different stages of a student’s journey, the website provides a one-stop shop for students to self-serve and obtain appropriate support at each point in their own student lifecycle. Data gathered on the frequency of use of the website, together with the results from staff and student questionnaires, have provided insight into how students and staff use the website. The evaluation highlights the need for clear signposting to such resources. In addition, the wide range of resources which enable students to make informed module choices is shown to be particularly important for staff who provide pastoral and academic support to students.
      PubDate: Mon, 06 Sep 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab012
      Issue No: Vol. 40, No. 4 (2021)
       
  • How and why' Technology and practices used by university mathematics
           lecturers for emergency remote teaching during the COVID-19 pandemic

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      Authors: Ní Fhloinn E; Fitzmaurice O.
      Pages: 392 - 416
      Abstract: AbstractThe COVID-19 pandemic led to closures of university campuses around the world from March 2020 onwards. With little or no time for preparation, lecturers turned to emergency remote teaching to continue to educate their students. Online mathematics education poses particular challenges in terms of both the hardware and software necessary for effective teaching, due to issues with mathematical symbols and notation, among others. In this paper, we report upon an online survey of 257 university mathematics lecturers across 29 countries, which explores what hardware and software they used for emergency remote teaching, for what purposes they used these and what training and support were made available to them at the time. We also consider what approaches they took to emergency remote teaching and what were their reasons for this.
      PubDate: Mon, 04 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab018
      Issue No: Vol. 40, No. 4 (2021)
       
  • Online mathematics supports in lieu of university tutorials during
           COVID-19: student and lecturer perspectives

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      Authors: Lishchynska M; Palmer C, Cregan V.
      Pages: 417 - 435
      Abstract: AbstractWhen the first national lockdown due to the COVID-19 pandemic occurred, all higher educational institutions in Ireland moved to remote learning and have effectively remained in this mode ever since. The situation presented enormous challenges for many mathematics lecturers who had not delivered lectures or tutorials online before. This study looks closely at what a traditional (in-person) mathematics tutorial encompasses and examines learners’ needs with respect to support within a remotely delivered module. The work focuses on how well various formats of remote support address the affordances of the traditional in-person tutorial. The range of support formats explored here includes live tutorials, written homework with feedback, group work via breakout rooms in Zoom, a discussion forum and instant formative feedback through Canvas quizzes and the e-assessment tool Numbas. The effectiveness of the different formats of remote support is assessed through examining student engagement and student and lecturer feedback. Six student cohorts, of levels ranging from first year to MSc level, across three different departments, taking either a mathematics or statistics module, participated in the study and were surveyed on their experience and future preferences. The work highlights some of the key issues surrounding remote support within mathematics modules and discusses the findings in the context of the implications for a lecturer and the factors to consider when deciding on a strategy for remote learning. The paper also analyses student interaction and notes the aspects of remote mathematics support that will have value beyond the pandemic.
      PubDate: Tue, 28 Sep 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab015
      Issue No: Vol. 40, No. 4 (2021)
       
  • University students’ fully digital study of mathematics: an
           identification of student-groups via their resources usage and a
           characterization by personal and affective characteristics

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      Authors: Kempen L; Liebendörfer M.
      Pages: 436 - 454
      Abstract: AbstractWe investigated university students’ study of mathematics in the digital setting context of the COVID-19 pandemic. We gathered data from a survey of 89 students enrolled in a ‘Linear Algebra 1’ course including affective variables, learning strategies, social relatedness and resources considered useful. The results indicate students’ high effort and self-regulation and a high variation in affective characteristics and social relatedness. All the traditional aspects of mathematics teaching (lecture, tutorials and lecture notes) were rated as particularly useful. In addition, the videos from external resources were rated as equally useful as the teaching team’s videos. In contrast, traditional literature such as textbooks was rarely considered useful. The most useful resource rated was communication with peers, underlining the important role of social learning despite fully digital learning environments. Finally, a cluster analysis based on students’ rated usefulness of the resources led to three different user-types. Whereas the ‘digitals’ find the external digital resources very useful (videos, webpages, etc.), the ‘traditionalists’ rate the digitalized traditional resources best (lecture, tutorials, etc.). All resources receive uniformly good ratings from a third group (‘all resource users’). We reflect on our findings in light of the pandemic and describe directions for future research.
      PubDate: Fri, 08 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab020
      Issue No: Vol. 40, No. 4 (2021)
       
  • The student perspective on teaching and assessment during initial COVID-19
           related closures at Irish universities: implications for the future

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      Authors: Hyland D; O’Shea A.
      Pages: 455 - 477
      Abstract: AbstractThe aim of this research is to investigate the impact of the COVID-19 closures from the perspective of students studying mathematics at university level in Ireland. A survey was designed and administered to students who were enrolled in at least one mathematics module in an Irish university at the time of the closures. The survey comprised three sections: teaching and learning, assessment and personal experience, with a focus on how the changes in teaching and assessment were viewed by students. A total of 263 students from six universities responded to the survey. The corresponding data are described, as are various trends that were identified through open-response questions. The data offer a window into the student experience during the tertiary level closures and show the effect that the sudden shifts (e.g., in delivery and support) had on learning, assessment and student well-being. The survey responses show that most students dealt with the rapid changes in a resilient and mature manner, particularly when confronted with adversity. Numerous insights can be gleaned from the students’ perspectives that have the potential to improve the teaching and learning of mathematics at tertiary level in Ireland in the future. Many of the findings could also apply to teaching and learning in other subjects and internationally.
      PubDate: Mon, 04 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab017
      Issue No: Vol. 40, No. 4 (2021)
       
  • Increasing the effect of a remedial mathematics course by switching to an
           online format during the COVID-19 crisis: evidence from a German
           university

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      Authors: Büchele S; Liebendörfer M, Lankeit E.
      Pages: 478 - 496
      Abstract: AbstractDue to the COVID-19 crisis, many courses have been offered digitally. Using data from n = 1,173 business students participating in a preparatory mathematics course at a German university that covered the same content as in 2018, 2019 and 2020, we examine how students’ participation and the effect of the preparatory course changed. The data show that the participation rate has fallen slightly, but students’ participation is rather similar to preceding years. Interestingly, students have participated more intensively. There are clear signs of dishonesty in the self-test (use of a calculator) and significant changes in predictors of performance. In particular, the effect of students’ engagement in the course on their performance substantially increased. Further, we found a gender gap in performance affecting women. Finally, the data show that digital courses can be as effective as on-campus courses.
      PubDate: Fri, 10 Sep 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab013
      Issue No: Vol. 40, No. 4 (2021)
       
  • Levelling the playing field in assessment: an analysis of attainment gaps
           for widening participation, black and minority ethnic mathematics
           undergraduates before and after the COVID-19 lockdown

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      Authors: Shaw L; Tranter M.
      Pages: 497 - 505
      Abstract: AbstractThe 2019/20 Level 4 mathematics cohort at the Nottingham Trent University sat a full set of mid-year assessments in January 2020 under completely normal circumstances. However, the Covid-19 lockdown meant that their end of year assessments, along with all of their teaching and learning from March 2020 onwards, moved fully online. This has given us a unique opportunity to understand how the same cohort perform in contrasting situations. In this study we consider the issue of attainment gaps and find that the attainment gap closed in this cohort for black and minority ethnic students but that students from a lower socio-economic background may have been put at a disadvantage by the move to online teaching, learning and assessment. We use a linear mixed effect models approach to present statistical evidence to support these two claims as well as investigating the specific aspects of the move online, which may have caused these results.
      PubDate: Fri, 29 Oct 2021 00:00:00 GMT
      DOI: 10.1093/teamat/hrab024
      Issue No: Vol. 40, No. 4 (2021)
       
 
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