A hybrid model of mathematics support for science students emphasizing basic skills and discipline relevance

Abstract

The problem of students entering university lacking basic mathematical skills is a critical issue in the Australian higher-education sector and relevant globally. The Maths Skills programme at La Trobe University has been developed to address under preparation in the first-year science cohort in the absence of an institutional mathematics support centre. The programme was delivered through first-year science and statistics subjects with large enrolments and focused on basic mathematical skills relevant to each science discipline. The programme offered a new approach to the traditional mathematical support centre or class. It was designed through close collaboration between science subject coordinators and the project leader, a mathematician, and includes resources relevant to science and mathematics questions written in context. Evaluation of the programme showed it improved the confidence of the participating students who found it helpful and relevant. The programme was delivered through three learning modes to allow students to select activities most suitable for them, which was appreciated by students. Mathematics skills appeared to increase following completion of the programme and student participation in the programme correlated positively and highly with academic grades in their relevant science subjects. This programme offers an alternative model for mathematics support tailored to science disciplines.

Keywords:

• mathematics support
• science
• quantitative skills
• first year

Acknowledgements

The authors would like to acknowledge the financial support and supportive leadership of the Faculty of Science, Technology and Engineering at La Trobe University. The authors are grateful for the strong support of the first-year co-ordinators, and particularly the advice and collaboration of Ms Tania Blanksby, who leads the faculty's first-year programme. Special thanks to Dr Narwin Perkal, who supported the online component of the Maths Skills programme. Finally, the authors would like to thank our generous students who teach us so much every year.