This blog entry uses extracts from a paper written by two University of Sheffield students to discuss their experiences of math's elements of STEM courses.
“I think
biology is an interesting science in that a student can get to a certain level
without having a great grasp of maths and, more importantly, maths concepts.
The student can often use the equations and models provide to get the answers
they need. In a way the students are following a recipe without really
understanding how it works. The problem with this is when the student needs to
go beyond the recipes, for example adapting a model or equation. This is when
the students can come unstuck, as they simply do not have the skills or the
underlying understanding to fall back on.
A related problem is that the students may find it difficult to make
predictions or realise when a result looks wrong because a mistake has been
made. I think that the conceptual understanding of models and mathematical
concepts is vital as the course progresses.”
“This idea of
working beyond the recipes becomes more pertinent as the student becomes a more
independent learner. When the student begins to gather their own data they need
to make decisions at every stage of the research. These decisions include,
deciding on parameters for data collections, handling the data, data selection,
choosing an appropriate statistical analysis package, making connections,
considering how to represent the data and analysing the data to reach
conclusions. All of these skills require both maths and English skills and
confidence. It is here that the difficulties that dyslexic and dyscalculia
students have an impact on success.”
“Another issue
that I have found challenging is determining what I am being asked to do.
Sometimes the maths is wrapped up in almost impenetrable English! As a student
with dyslexia I can find it very difficult to follow complicated explanations
and worked examples that omit steps. I
find this especially difficult when the lecturer is explaining equations without
contextualising them.”
“I think one of
the most important things a student can do is identify what exactly they are
having difficulties with. Just saying you can’t do maths is not helpful,
probably not true and doesn’t give you a starting point. Once you have sat down
and worked out what you need to focus on you can start to address it. Don’t be
afraid to start with the basics, you can start with an A level text book or
even a GCSE one and work your way back up. It’s all about getting the
foundations in place and building from them. There is also lots of support
offered by higher education institutions, such as dyslexia tutorials and drop
in maths sessions. Using these services can make a massive difference to
improving your maths. They can show you different approaches and strategies
such as using flash cards to learn and memorise equations. Considering different
ways or doing things lets you play to your strengths, for example starting
study groups or making resources to reinforce concepts.”
Mann, V., Ashton, J., & Rowlands, J. Students Experiences of Maths elements of STEM subjects. Inclusive Practice, 81.
