Teaching
This project asks the question “Will numeracy skills modules, tailored to unit content and scaffolded through an undergraduate degree, improve student confidence and/or mastery of core quantitative skills and concepts?”
Funding from the Australian Council of Deans of Science is supporting evaluation of four Diversity in Numbers (DiN) modules that have been designed to promote numeracy learning and engagement, particularly for under-represented groups. The outcomes have potential implications for the design of Australian undergraduate science curricula by:
- Supporting the pursuit of increased participation and diversity of historically underrepresented minorities in Australian science degrees.
- Development of instruments that will generate, in the medium term, quantitative and qualitative data regarding quantitative skills-associated student capability, confidence, and anxiety, and an evidence base for the development of undergraduate numeracy skill interventions.