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Downloaded for Personal, Non-Commercial, Research Or Study Without Prior Permission and Without Charge Middlesex University Research Repository An open access repository of Middlesex University research http://eprints.mdx.ac.uk Bradshaw, Noel-Ann (2019) Innovations designed to improve the student experience for mathematics students in higher education. [Doctorate by Public Works] Final accepted version (with author’s formatting) This version is available at: https://eprints.mdx.ac.uk/26856/ Copyright: Middlesex University Research Repository makes the University’s research available electronically. Copyright and moral rights to this work are retained by the author and/or other copyright owners unless otherwise stated. The work is supplied on the understanding that any use for commercial gain is strictly forbidden. A copy may be downloaded for personal, non-commercial, research or study without prior permission and without charge. Works, including theses and research projects, may not be reproduced in any format or medium, or extensive quotations taken from them, or their content changed in any way, without first obtaining permission in writing from the copyright holder(s). They may not be sold or exploited commercially in any format or medium without the prior written permission of the copyright holder(s). Full bibliographic details must be given when referring to, or quoting from full items including the author’s name, the title of the work, publication details where relevant (place, publisher, date), pag- ination, and for theses or dissertations the awarding institution, the degree type awarded, and the date of the award. If you believe that any material held in the repository infringes copyright law, please contact the Repository Team at Middlesex University via the following email address: [email protected] The item will be removed from the repository while any claim is being investigated. See also repository copyright: re-use policy: http://eprints.mdx.ac.uk/policies.html#copy INNOVATIONS DESIGNED TO IMPROVE THE STUDENT EXPERIENCE FOR MATHEMATICS STUDENTS IN HIGHER EDUCATION Noel-Ann Bradshaw CMath FIMA A project submitted to Middlesex University in partial fulfilment of the requirements for the degree of Doctor of Professional Studies Institute for Work Based Learning Middlesex University. May 2019 Disclaimer: The views expressed in this document are mine and are not necessarily the views of my supervisory team, examiners or Middlesex University. Abstract In this context statement I research my public works in mathematics education and the impact they had on my practice, my students and my field at both national and international level. The works I am analysing are: The Maths Arcade, Tomorrow’s Mathematicians Today Undergraduate Conference, various employability initiatives, and a selection of videos and screencasts designed to improve students’ thinking. It includes some of the pedagogical theory that surrounds my works, details the social and political landscape associated with UK higher education, and discusses my motivations. In summary, it investigates the reasons I initiated these activities and answers the question why it is only I that could have done this work. In analysing my public works I use autoethnography alongside critical reflection, drawing on my own experience of studying for a mathematics degree as a mature student with non-standard entry qualifications. I discuss the problems incurred by adults who have had a speech impediment when younger and the difficulties experienced by first-generation entrants to higher education. This research has shown that the underlying theme behind these initiatives is transition; transition into HE, transition between years and finally transition out of HE. From my research I conclude that it is not so much the works themselves that are important but the underlying strategies and motivations. For students transitioning from school to university this includes the need to form strong friendships with their peers and to take part in activities that promote good staff/student interactions and communities. For students transitioning between years it includes developing independent learning and problem-solving skills, and for those transitioning into work or further study it includes the need to actively engage in career management. I hope that this research will enable other institutions and academics to initiate similar activities designed to improve the student experience for their cohorts of students. ii In Memoriam In memory of Justin Williams (Rhys Oliver Thomas), one of my first cohort of students at the University of Greenwich; an inspiration to me and many others. iii Dedication I would like to dedicate this work to my four amazing children: Joshua, Karen, David and Isaac. My life would be meaningless without you. Thank you for putting up with having a mathematician as a mother. iv Acknowledgements I am very grateful to the University of Middlesex and Dr Kate Maguire for giving me this opportunity to pursue research around my public works. I would like to thank my supervisor Dr Nico Pizzolato and advisor Dr Alison Megeney for all their support, guidance, advice and inspiration during this research journey. However, I would not have got to this point in my career were it not for the University of Greenwich giving me the initial chance to obtain an undergraduate degree. I would particularly like to thank Tony Mann, Ashley Hoolash, Dr Chris Walshaw and Dr Cos Ierotheou; without their belief and encouragement, I would have struggled to complete my studies. Other inspirational people in my career to date have been Professor Liz Bacon, Professor Judith Burnett, Professor Mark O’Thomas, Dr Simon Walker, Professor Neil Challis, Dr Jeff Waldock, David Youdan and Michael Grove. Their career guidance, support and encouragement have helped me get where I am. I am also indebted to all those who have collaborated with me on projects (and have not been named previously). In particular Dr Peter Rowlett, Dr Claire Cornock, Erica Tyson, Elena Moreno, Matthew Conneally and Helen Carpenter. I also acknowledge that without the support of my friends and family I would not be the person I am nor achieved what I have. I would like to thank my adoptive parents, Frank and Daphne Sutton, without whom I would not have had the education and early experiences that helped to shape my formative years and thus influenced the creation of these public works. I am grateful to my ex- husband, Steve Bradshaw, and children, Josh, Karen, David and Isaac for all their support and encouragement; without this I could not have started and completed my undergraduate degree. More recently I am very grateful to Tony Mann and Jonathan Histed for helping to proof-read this thesis and offering the necessary support needed to get this completed. And lastly, I would like to thank all the students who have contributed to these works either through participating, providing feedback or helping to run events. There are far too many of you to name, but you know who you are; these works could not have happened without you. v Contents Abstract ................................................................................................................................................... ii In Memoriam ......................................................................................................................................... iii Acknowledgements ................................................................................................................................. v List of Tables .......................................................................................................................................... ix Glossary ................................................................................................................................................... x 1. Summary and introduction ................................................................................................................. 1 1.1 My public works ............................................................................................................................ 1 1.2 Research Methodology ................................................................................................................. 3 1.2.1 Autoethnography as a framework for critical reflection ....................................................... 3 1.2.2 What is autoethnography? .................................................................................................... 5 1.2.3 My use of autoethnography .................................................................................................. 6 1.3 Summary ....................................................................................................................................... 8 2. Professional Self ................................................................................................................................ 11 2.1 Educational background ............................................................................................................. 11 2.2 Early values ................................................................................................................................. 13 2.3 Becoming a teacher .................................................................................................................... 14 2.4 Entering HE .................................................................................................................................. 14 2.5 HE from an undergraduate perspective ....................................................................................
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