Where is the N in literacy?Linda Galligan
• Discuss your context (20 mins)
• Outline a model(20 mins)
• Conclusion (10 mins)
1993:
“ it was apparent that even within the one institution, many staff were not aware of their institution's preparatory programs, or were misinformed about prerequisites or the undergraduate programs which accept this entry method. In many instances, this state of affairs existed despite repeated attempts by relevant staff to keep others informed.” … many academic and non-academic staff alike are unaware of the exact target and purpose of such [i.e. Access and Equity] programs offered by their own university. This internal lack of awareness of programs also contributes to problems in gaining uniform recognised guidelines across all faculties within any one institution.” (para 2)
Cobbin, Barlow and Gostelow (1993)
2005
• How is success defined in bridging mathematics activities?
• What are the numeracy demands on entry to ‘non-mathematical’ university study?
• What are effective ways to support that study?
• Are successful bridging students successful university students?
• Is it more than mathematics?
Support staff in 1999/2007
• Student Services types of structures (30/0%).
• a dedicated standalone section, such as a ‘Mathematics Learning Centre’ (12/41%).
• Both Maths Dept and Central (0/16%)
2010…
(LLNP)
• http://wellpractitioners.com.au/
• Where is the maths?
• Where is the research?
• Are you an “academic?”
• Are you full time?
• mathematical competence in the particular
context of the profession and the academic reflection of the profession at the time;
• critical awareness of the mathematics in the
context and in students’ own mathematical knowledge and involves both cognitive and metacognitive skills; and
• confidence highlighting its deeply affective
nature
Model
Course level
2. Identify stuck points
5. Activate students developing numeracy
6. Show alternatives and link to graduate attributes and or university expectations
7. Provide flexibility
8. Staff development
• cyclic
Diagnostic
• access to diagnostic testing with student enrolment (Kemp et al. 2011).
• James Cook University (2013) developed (PENAs) with follow-up support.
year Description Trials/ research Discipline
Pre 1998
Paper based maths testing (competence); Anxiety scale and approach to study inventory
(Galligan et al. 1994)
Engineering, psychology, business, science
Research focussing on the reliability of Self- Test (Taylor 1998)
Engineering
Statistics, Economics, Nursing, Enabling mathematics courses
2006 Embed Self-Test into new Nursing Course (included confidence scale)
Nursing
Nursing
2009 Self-Test for Education (included 3 components of academic numeracy)
Trial Education
2012 Embed Self-Test into Education Course (3 components) Embed self-test in Engineering courses (competence only)
Research into academic numeracy for education (Galligan & Hobohm 2015)
Education; Engineering
Methodologies
Valsiner
A person involved in mastering a skill is no longer lacking that skill, nor is the skill present in its fully-fledged form. The skill is coming into existence. The phenomenon here is quasi structured. Rudiments of the skill can be detected in the flow of conduct, yet nobody can say for sure that the skill as such already exists (2001, p.105)
Journey of devpt
Your turn…
Questions
• What are the issues around academic numeracy and mathematics at university and elsewhere: awareness raising, recognition…..?
• Other issues particularly to numeracy: anxiety, technology, success,….
• Research – depth, quality, recognition, time, combining theoretical understandings?
• Networks – ALM type, need conference and journal connections….?
• Is there a crisis?
• Other?
References • Barnett (2011) Learning about learning: a conundrum and a possible resolution. London Review of
Education, 9(1), 5-13. doi: 10.1080/14748460.2011.550430
• Buerk, D. (1982). An Experience with some able women who avoid mathematics. For the Learning of Mathematics, 3(2), 19-24.
• Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education. (2013). Numeracy In Focus: Building vet practitioner awareness of numeracy in the workplace Retrieved from http://www.voced.edu.au/content/ngv59824
• Bryk, A, & Treisman, U. (2010). Make math a gateway, not a gatekeeper. The chronicle of higher education. http://www.completecollege.org/docs/Pre%20Reading,%20CCA%20Remediation%20Institute.pdf
• Galligan, L. (2002). I can only do it with Aspirin. In G. Crosling & G. Webb (Eds.), Supporting Student Learning: Case Studies, Experience and Practice from Higher Education (pp. 81-87). London: Kogan Page.
• Galligan, L, & Taylor, J. A. (2008). Adults returning to study mathematics. In H. Forgasz, A. Barkatsas, A. Bishop, C. B, S. Keast, W. Seah & P. Sullivan (Eds.), Research in mathemaitcs education in Australasia 2004 - 2007 (pp. 99 -118). Rotterdam: Sense Publishers
• Galligan, L, Wandel, A, Pigozzo, R, Frederiks, A, Robinson, C, Abdulla, S, & Dalby, T. (2013). Students' mathematical preparation Part A: lecturers’ perceptions. In D. King, B. Loch & L. Rylands (Eds.), Lighthouse Delta 2013: The 9th Delta Conference on teaching and learning of undergraduate mathematics and statistics, 24-29 November 2013, Kiama, Australia (pp. 40-49). Melbourne: The University of Western Sydney, School of Computing, Engineering and Mathematics.
• Galligan, L, & Pigozzo, R. (2002). Assisting Nursing Students Solve Drug Calculation Problems Using Metacognition and Error Analysis. Literacy & Numeracy Studies., 12(1), 45-62.
• Galligan, L. (2013a). A systematic approach to embedding academic numeracy at university. Higher Education Research & Development, 32(5), 734-747. doi: 10.1080/07294360.2013.777037
• Galligan, L. (2013b). Becoming competent, confident and critically aware: Tracing academic numeracy development in nursing Adults Learning Mathematics, 8(1), 20-30.
• Gordon, S. (1998). Understanding students learning statistics — an activity theory approach. Unpublished doctoral thesis. Sydney. Retrieved from Available online: Australian Digital Theses: http://adt.caul.edu.au/.
• Gordon, S, & Nicholas, J. (2013). Students’ conceptions of mathematics bridging courses. Journal of Further and Higher Education, 37(1), 109-125. doi: 10.1080/0309877X.2011.644779
• Haggis, T. (2009). What have we been thinking of? A critical overview of 40 years of student learning research in higher education. Studies in Higher Education, 34(4), 377-390. doi: 10.1080/03075070902771903
• Kemp, M. (2005). Developing critical numeracy at the tertiary level. PhD Thesis. Murdoch University, Perth. Retrieved from http://wwwlib.murdoch.edu.au/adt/browse/view/adt- MU20060831.171947
• Lawrence, J, Loch, B, & Galligan, L. (2010). Employing and evaluating inter-disciplinary collaborations to redefine academic practices in a nursing program Reshaping Higher Education: Proceedings of the Higher Education Research and Development Society of Australasia. Melbourne: HERDSA.
• Miller-Reilly, B. (2006). Affective change in adult students in second chance mathematics courses: three different teaching approaches. Unpublished PhD thesis. University of Auckland, Auckland.
• Shay, S. (2012). Educational development as a field: are we there yet? Higher Education Research & Development, 31(3), 311-323. doi: 10.1080/07294360.2011.631520
• Roth, W, & Lee, Y-J (2007). “Vygotsky’s Neglected Legacy”: Cultural-Historical Activity Theory. Review of Educational Research, 77(2), 186-232. doi: 10.3102/0034654306298273