## SoTL: Quantitative skills across the university community

Artigue, M. (2014). Potentialities and limitations of the theory of didactic situations for addressing the teaching and learning of mathematics at university level. *Research in Mathematics Education, 16*(2), 135-138. doi: 10.1080/14794802.2014.918348

Biza, I., Jaworski, B., & Hemmi, K. (2014). Communities in university mathematics. *Research in Mathematics Education, 16*(2), 161-176. doi: 10.1080/14794802.2014.918351

Bosch, M. (2014). Research on university mathematics education within the anthropological theory of the didactic: Methodological principles and open questions. *Research in Mathematics Education, 16*(2), 112-116. doi: 10.1080/14794802.2014.918346

Gaze, E. (2014). Teaching quantitative reasoning: A better context for algebra. *Numeracy, 7*(1). doi: 10.5038/1936-4660.7.1.1

Goodchild, S. (2014). Theorising community of practice and community of inquiry in the context of teaching-learning mathematics at university. *Research in Mathematics Education, 16*(2), 177-181. doi: 10.1080/14794802.2014.918352

Gordon, S., & Nicholas, J. (2010). Teaching with examples and statistical literacy: Views from teachers in statistics service courses. *International Journal of Innovation in Science and Mathematics Education,, 18*(1), 14-25.

Gyurisa, E., Everinghamb, Y., & Sexton, J. (2012). Maths anxiety in a first year introductory quantitative skills subject at a regional Australian university – establishing a baseline. *International Journal of Innovation in Science and Mathematics Education, 20*(2), 42-54.

Jackson, D. C., D., J. E., & Blanksby, T. M. (2014). A practitioner’s guide to implementing cross-disciplinary links in a mathematics support program. *International Journal of Innovation in Science and Mathematics Education, 22*(1), 67-80.

Jungck, J. (2012). Incorporating quantitative reasoning in common core courses: Mathematics for the ghost map. *Numeracy, 5*(1). doi: 10.5038/1936-4660.5.1.7

Maclellan, E. (2012). Number Sense: The underpinning understanding for early quantitative literacy. *Numeracy, 5*(2). doi: 10.5038/1936-4660.5.2.3

Matthews, K. E., & Hodgson, Y. (2012). The science students skills inventory: Capturing graduate perceptions of their learning outcomes. *International Journal of Innovation in Science and Mathematics Education, 20*(1), 24-43.

Nardi, E., Biza, I., González-Martín, A. S., Gueudet, G., & Winsløw, C. (2014). Institutional, sociocultural and discursive approaches to research in university mathematics education. *Research in Mathematics Education, 16*(2), 91-94. doi: 10.1080/14794802.2014.918344

Nardi, E., Ryve, A., Stadler, E., & Viirman, O. (2014). Commognitive analyses of the learning and teaching of mathematics at university level: the case of discursive shifts in the study of calculus. *Research in Mathematics Education, 16*(2), 182-198. doi: 10.1080/14794802.2014.918338

Potvin, P., Dumont, J., Boucher-Genesse, F., & Riopel, M. (2012). The effects of a competency-based reform curriculum on students’ problem-solving competency and general attitudes and interest towards science and technology. *International Journal of Innovation in Science and Mathematics Education, 20*(4), 54-69.

Rayner, G., Charlton-Robb, K., Thompson, C., & Hughes, T. (2013). Interdisciplinary collaboration to integrate inquiry-oriented learning in undergraduate science practicals. *International Journal of Innovation in Science and Mathematics Education, 21*(5), 1-11.

Rocconi, L., Lambert, A., McCormick, A., & Sarraf, S. (2013). Making college count: An examination of quantitative reasoning activities in higher education. *Numeracy, 6*(2). doi: 10.5038/1936-4660.6.2.10

Rylands, L., Simbag, V., Matthews, K. E., Coady, C., & Belward, S. (2013). Scientists and mathematicians collaborating to build quantitative skills in undergraduate science. *International Journal of Mathematical Education in Science and Technology, 44*(6), 834-845. doi: 10.1080/0020739X.2013.783239

Sfard, A. (2014). University mathematics as a discourse – why, how, and what for? *Research in Mathematics Education, 16*(2), 199-203. doi: 10.1080/14794802.2014.918339

Taylor, C. (2012). Quantitative reasoning and sustainability. *Numeracy, 5*(2). doi: 10.5038/1936-4660.5.2.1

Wallace, D. (2014). Parts of the whole: Only connect. *Numeracy, 7*(1). doi: 10.5038/1936-4660.7.1.9

Ward, R. M., Schneider, M., & Kiper, J. (2011). Development of an assessment of quantitative literacy for Miami University. *Numeracy, 4*(2). doi: 10.5038/1936-4660.4.2.4

Winsløw, C., Barquero, B., De Vleeschouwer, M., & Hardy, N. (2014). An institutional approach to university mathematics education: From dual vector spaces to questioning the world. *Research in Mathematics Education, 16*(2), 95-111. doi: 10.1080/14794802.2014.918345

**Books**

Singer, S. R., Nielsen, N. R. & Schweingruber, H. A. (Eds.) (2012). *Discipline-Based Education Research: Understanding and Improving Learning in Undergraduate Science and Engineering.* Washington D.C: The National Academies Press. Retrieved from http://www.nap.edu/openbook.php?record_id=1336

This book includes 51 pages of references.

## Biology

Bone, E. K. & Reid, R. J. (2011). Prior learning in biology at high school does not predict performance in the first year at university. *Higher Education Research & Development, 30*(6), 709-724.

Lilje, O., & Peat, M. (2010). Teaching human biology to large first year classes : an eLearning journey for students and staff. *International Journal of Innovation in Science and Mathematics Education, 18*(2), 21-31.

Orsmond, P., Merry, S., & Callaghan, A. (2011). Communities of practice and ways to learning: charting the progress of biology undergraduates. *Studies in Higher Education, 38*(6), 890-906. doi: 10.1080/03075079.2011.606364

Orsmond, P., & Merry, S. (2012). The importance of self-assessment in students’ use of tutors’ feedback: a qualitative study of high and non-high achieving biology undergraduates. *Assessment & Evaluation in Higher Education, 38*(6), 737-753. doi: 10.1080/02602938.2012.697868

Quinn, F. C. (2011). Learning in first-year biology : approaches of distance and on-campus students. *Research in Science Education, 41*(1), 99-121.

## Chemistry

Crow, J. M., O'Brien, G., & Schultz, M. (2012). The Chemistry Discipline Network : One year on. *Australian Journal of Education in Chemistry* (72), 6-8.

Smith, E., Greatrex, B., Taylor, M., & Stupans, I. (2013). Enriching learning for first year chemistry students : Introduction of Adobe Connect. *European Journal of Open, Distance and E-Learning, 16*(1), 94-101.

**SoTL**

Anga, K. C. S., & van Reykb, D. (2013). ‘Teach me chemistry like a ladder and make it real’ – barriers and motivations students face in learning chemistry for bioscience. *International Journal of Innovation in Science and Mathematics Education, 21*(2), 1-12.

Gavroglu, K., & Simoes, A. (2012). From physical chemistry to quantum chemistry: How chemists dealt with mathematics. *Hyle, 18*(1), 45-68.

Lawrie, G., & Bartle, E. (2013). Chemistry vlogs: A vehicle for student-generated representations and explanations to scaffold their understanding of structure - property relationships. *International Journal of Innovation in Science and Mathematics Education, 21*(4), 27-45.

Restrepo, G., & Villaveces, J. L. (2012). Mathematical thinking in chemistry. *Hyle, 18*(1), 3-22.

Schummer, J. (2012). Why mathematical chemistry cannot copy mathematical physics and how to avoid the imminent epistemological pitfalls. *Hyle, 18*(1), 71-89.

Schultz, M. (2011). Sustainable assessment for large science classes: Non-multiple choice, randomised assignments through a Learning Management System. *Journal of Learning Design, 4*(3), 50-62.

Williamson, N. M., Metha, G. F., Willison, J., & Pykea, S. M. (2013). Development of POGIL-Style classroom activities for an introductory chemistry course. *International Journal of Innovation in Science and Mathematics Education, 21*(5), 27-41.

**Check the following journals:**

## Engineering

Baillie, C., & Toohey, S. (1997). The ‘Power Test’: its impact on student learning in a materials science course for engineering students. *Assessment & Evaluation in Higher Education, 22*(1), 33-48. doi: 10.1080/0260293970220103

Brodie, L. M., & Porter, M. A. (2009). Transitions To First Year Engineering – Diversity As An Asset. *Studies in Learning, Evaluation, Innovation and Development, 6*(2), 1-15.

Patil, A., Nair, C., Miller, J., Maung Than Oo, A., Keleher, P., & Martin, F. (2012). Engineering education quality enhancement: A case study at the School level in the University *Studies in Learning, Evaluation, Innovation and Development, 9*(1), 15-21.

## Maths, Stats & Computing

Clark, M., & Lovric, M. (2009). Understanding secondary–tertiary transition in mathematics. *International Journal of Mathematical Education in Science and Technology, 40*(6), 755-776. doi: 10.1080/00207390902912878

Croft, A. C., Harrison, M. C., & Robinson, C. L. (2009). Recruitment and retention of students–an integrated and holistic vision of mathematics support. *International Journal of Mathematical Education in Science and Technology, 40*(1), 109-125. doi: 10.1080/00207390802542395

Daempfle, P. A. (2003). An analysis of the high attrition rates among first year college science, math, and engineering majors.* Journal of College Student Retention, **5*(1), 37-52.

Gyuris, E., Everingham, Y., & Sexton, J. (2012). Maths anxiety in a first year introductory quantitative skills subject at a regional Australian university : establishing a baseline. *International Journal of Innovation in Science and Mathematics Education, 20*(2), 42-54.

Hong, Y. Y., Kerr, S., Klymchuk, S., McHardy, J., Murphy, P., Spencer, S., . . . Watson, P. (2009). A comparison of teacher and lecturer perspectives on the transition from secondary to tertiary mathematics education. *International Journal of Mathematical Education in Science and Technology, 40*(7), 877-889. doi: 10.1080/00207390903223754

Hourigan, M., & O’Donoghue, J. (2007). Mathematical under-preparedness: the influence of the pre-tertiary mathematics experience on students’ ability to make a successful transition to tertiary level mathematics courses in Ireland. *International Journal of Mathematical Education in Science and Technology, 38*(4), 461-476. doi: 10.1080/00207390601129279

Luk, H. S. (2005). The gap between secondary school and university mathematics. *International Journal of Mathematical Education in Science and Technology, 36*(2-3), 161-174. doi: 10.1080/00207390412331316988

MacGillivray, H. (2009). Learning support and students studying mathematics and statistics. *International Journal of Mathematical Education in Science and Technology, 40*(4), 455-472. doi: 10.1080/00207390802632980

Rylands, L. J., & Coady, C. (2009). Performance of students with weak mathematics in first-year mathematics and science. *International Journal of Mathematical Education in Science and Technology, 40*(6), 741-753. doi: 10.1080/0020739090291413

Sheard, J., Carbone, A., & Hurst, A. J. (2010). Student engagement in first year of an ICT degree: staff and student perceptions. *Computer Science Education, 20*(1), 1-16. doi: 10.1080/08993400903484396

Varsavsky, C. (2011). Use of CAS in secondary school: a factor influencing the transition to university-level mathematics? *International Journal of Mathematical Education in Science and Technology, 43*(1), 33-42. doi: 10.1080/0020739x.2011.582179

Whannell, R., & Allen, B. (2012). First year mathematics at a regional university: Does it cater to student diversity?* The International Journal of the First Year in Higher Education, **3*(2), 45-58.

**SoTL**

Baglin, J., & Da Costa, C. (2012). An experimental study evaluating error management training for learning to operate a statistical package in an introductory statistics course: Is less guidance more? *International Journal of Innovation in Science and Mathematics Education, 20*(3), 48-67.

Guardiola, J., Duran-Hutchings, N., & Elsalloukh, H. (2010). Are statistics labs worth the effort? Comparison of introductory statistics courses using different teaching methods. *Numeracy, 3*(1). doi: 10.5038/1936-4660.3.1.5

Rensaa, R. J. A task based two-dimensional view of mathematical competency used to analyse a modelling task. *International Journal of Innovation in Science and Mathematics Education, 19*(2), 37-50.

## Pharmacy

Familari, M., Elliot, K., Watson, R., & Matthews, K. E. (2012). Embedding case studies into statistical teaching to enhance quantitative skills of biomedicine students. *International Journal of Innovation in Science and Mathematics Education, 20*(1), 44-56.

Reinke, N. B., Llewelyn, V., & Firth, N. (2014). Developing discipline-specific study skills for pharmacy students learning anatomy and physiology. *International Journal of Innovation in Science and Mathematics Education, 22*(1), 57-66.

**SoTL**

Anga, K. C. S., & van Reykb, D. (2013). ‘Teach me chemistry like a ladder and make it real’ – barriers and motivations students face in learning chemistry for bioscience. *International Journal of Innovation in Science and Mathematics Education, 21*(2), 1-12.

Familari, M., Elliot, K., Watson, R., & Matthews, K. E. (2012). Embedding case studies into statistical teaching to enhance quantitative skills of biomedicine students. *International Journal of Innovation in Science and Mathematics Education, 20*(1), 44-56.

Reinke, N. B., Llewelyn, V., & Firth, N. (2014). Developing discipline-specific study skills for pharmacy students learning anatomy and physiology. *International Journal of Innovation in Science and Mathematics Education, 22*(1), 57-66.

** **

## Sciences - general

Abell, S. K., Appleton, K., & Hanuscin, D. L. (2010). *Designing and teaching the elementary science methods course*. Retrieved from http://une.eblib.com.au.ezproxy.une.edu.au/patron/FullRecord.aspx?p=481012

Almberg, L. (2011). Pop rocks! Engaging first-year geology students by deconstructing and correcting scientific misconceptions in popular culture. A practice report.* The International Journal of the First Year in Higher Education, **2*(2), 69-76.

Arndell, M., Bridgeman, A. J., Goldsworthy, R., Taylor, C. E., Tzioumis, V., & Conference, U. S. (2012). *Code for success : a roadmap as an organising device for the transition of first year science students and the development of academic skills*. Paper presented at the Proceedings of the Australian Conference on Science and Mathematics Education 2012 (18th Annual Uniserve Science Conference) September 26th - September 28th 2012 the University of Sydney : teaching and learning standards - what does a standard mean to you?

Illingworth, S., Da Silva, K. B., & Conference, U. S. (2011). *Achieving scientific sustainability : a pilot study into the importance of improving first year undergraduate scientific literacy in the biological sciences*. *International Journal of Innovation in Science and Mathematics Education, 20*(2), 55-67.

O'Byrne, J. W., Britton, S., George, A., Franklin, S., & Frey, A. (2009). Using academic predictors to identify first year science students at risk of failing. *CAL-laborate International, 17*(1), 15-25.

Rowell, J. A., Dawson, C. J., & Pollard, J. M. (1993). First year university physics: Who succeeds? *Research in Science & Technological Education, 11*(1), 85-94. doi: 10.1080/0263514930110108

Schultz, M. (2011). Sustainable assessment for large science classes : non-multiple choice, randomised assignments through a Learning Management System. *Journal of Learning Design, 4*(3), 50-62.

Simson, L., Moore, I., Woolnough, J., Pittard, S., & Conference, U. S. (2011). *Evaluation and management of student diversity : A new model for tertiary science education*. Paper presented at the Proceedings of the Australian Conference on Science and Mathematics Education 2011 (17th Annual Uniserve Science Conference) September 28th - September 30th 2011 the University of Melbourne : teaching for diversity - challenges and strategies.

Stupans, I., Albrecht, T., Coffee, J., Elliot, E. E., Giles, E., King, S., Pearce, K., Sawyer, T., Scutter, S., Ward, H. (2009). Classroom practices: Engaging the first year university student in 'the novel' practical experience. In *Conference proceedings : motivating science undergraduates : ideas and interventions.* University of Sydney, Australia.

** SoTL**

Mayes, R., Peterson, F., & Bonilla, R. (2013). Quantitative reasoning learning progressions for environmental science: Developing a framework. *Numeracy, 6*(1). doi: 10.5038/1936-4660.6.1.4

Rowland, S. L., & Myatt, P. M. (2014). Getting started in the scholarship of teaching and learning: A "how to" guide for science academics. *Biochemical & Molecular Biology Education, 42*(1), 6-14. doi: 10.1002/bmb.20748

** **

## SoTL: Transition to 2nd Year and beyond

Loughlin, W. A., Gregorya, S. J., Harrison, G., & Lodge, J. M. (2013). Beyond the first year experience in science: Identifying the need for a supportive learning and teaching environment for second year science students. *International Journal of Innovation in Science and Mathematics Education, 21*(4), 13-26.

McBurnie, J. E., Campbell, M., & West, J. M. (2012). Avoiding the second year slump: A transition framework for students progressing through university. *International Journal of Innovation in Science and Mathematics Education, 20*(2), 14-24.

Vanderlelie, J. J. (2013). Improving the student experience of learning and teaching in second year biochemistry: Assessment to foster a creative application of biochemical concepts. *International Journal of Innovation in Science and Mathematics Education, 21*(4), 46-57.

## SoTL: Online vs Live Lectures

Gysbers, V., Johnston, J., Hancock, D., & Denyer, G. (2011). Why do students still bother coming to lectures, when everything is available online? *International Journal of Innovation in Science and Mathematics Education, 19*(2), 20-36.

Lane, D. M. (2013). The problem of too many statistical tests: Subgroup analyses in a study comparing the effectiveness of online and live lectures. *Numeracy, 6*(1). doi: 10.5038/1936-4660.6.1.7

## SoTL: Key Journals

Australian Journal of Education in Chemistry

International Journal of Innovation in Science and Mathematics Education

International Journal of Mathematical Education in Science and Technology - Vol. 11 (1980) - present held in print at P510.7/I61