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Dr Jean Mathias' Outputs (9)

Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work? (2023)
Journal Article
Mathias, J., & Staddon, R. V. (2023). Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work?. Journal of the Foundation Year Network, 6, 99-112

There has been a growing demand for advanced quantitative skills in UK workplaces in the last twenty years. In response to this, the foundation programme in this study mandates social science, business and biology students to complete a 30-credit mat... Read More about Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work?.

Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education (2023)
Journal Article
Mathias, J., Walczak, I., & Leech, S. (2023). Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education. MSOR Connections, 21(2), 4-14. https://doi.org/10.21100/msor.v21i2.1390

This paper presents data from a study comparing student experience and attainment when teaching statistics using Traditional Teaching (TT) and Flipped Learning (FL) approaches on a Foundation level module at a UK university. A survey of students’ exp... Read More about Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education.

Engaging non-mathematics students in mathematics learning through collaborative teaching (2023)
Journal Article
Mathias, J., Saville, C., & Leech, S. (2024). Engaging non-mathematics students in mathematics learning through collaborative teaching. Teaching Mathematics and its Applications: An International Journal of the IMA, 43(1), 67–80. https://doi.org/10.1093/teamat/hrad003

Mathematics is a common component of many science and social science degrees, but frequently not considered a prerequisite for their study. This can lead to some students studying mathematics components at undergraduate level with little or no previo... Read More about Engaging non-mathematics students in mathematics learning through collaborative teaching.

The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible? (2017)
Journal Article
Moreton, I., Newton, D., Newton, L., & Mathias, J. (2017). The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?. Widening Participation and Lifelong Learning, 19(3), 64-84. https://doi.org/10.5456/wpll.19.3.64

Widening participation in higher education is now seen as desirable in much of the West, if only for its economic benefits. It can, however, present problems for admissions tutors as applicants can vary widely in age and experience, and may lack conv... Read More about The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?.

Challenging the Western stereotype: Do Chinese International Foundation students learn by rote? (2013)
Journal Article
Mathias, J., Bruce, M., & Newton, D. (2013). Challenging the Western stereotype: Do Chinese International Foundation students learn by rote?. Research in Post-Compulsory Education, 18(3), 221-238. https://doi.org/10.1080/13596748.2013.819257

The dissonance between Eastern and Western learning approaches is regarded as an obstacle for Chinese students in adjusting to Western education environments, and one of the reasons is the lack of an understanding of Chinese learning approaches, that... Read More about Challenging the Western stereotype: Do Chinese International Foundation students learn by rote?.