"Maths anxiety is a psychological phenomenon in which a person experienced fear, tension, or discomfort when faced with mathematical tasks or situations. It is a common problem among students in higher education, particularly in subjects that requires a strong mathematical foundation such as physics, engineering, and economics. Maths anxiety could have a range of negative effects on a student's academic performance and well-being and could also have wider implications for a student's academic and career prospects. Joined the Irish Branch of the Mathematical Resilience Network for a Maths Anxiety Awareness Day workshop!"

"Maths anxiety is a psychological phenomenon in which a person experienced fear, tension, or discomfort when faced with mathematical tasks or situations. It is a common problem among students in higher education, particularly in subjects that requires a strong mathematical foundation such as physics, engineering, and economics. Maths anxiety could have a range of negative effects on a student's academic performance and well-being and could also have wider implications for a student's academic and career prospects. Joined the Irish Branch of the Mathematical Resilience Network for a Maths Anxiety Awareness Day workshop!"

"Maths anxiety is a psychological phenomenon in which a person experienced fear, tension, or discomfort when faced with mathematical tasks or situations. It is a common problem among students in higher education, particularly in subjects that requires a strong mathematical foundation such as physics, engineering, and economics. Maths anxiety could have a range of negative effects on a student's academic performance and well-being and could also have wider implications for a student's academic and career prospects. Joined the Irish Branch of the Mathematical Resilience Network for a Maths Anxiety Awareness Day workshop!"

"This one-day course was designed for education professionals who work closely with those who have dyscalculia either in a teaching or supporting role or those who wish to develop their own knowledge and understanding of the area. The one-day course had a particular focus on identifying dyscalculia in learners in a post 16 setting. By the end of the one-day course, participants got an understanding of: What is Dyscalculia? How is dyscalculia different from maths learning difficulties? How can dyscalculia and maths learning difficulties be identified in Post 16 learners? What is maths anxiety? What is good practice in supporting learners with dyscalculia? "

"This one-day course was designed for education professionals who work closely with those who have dyscalculia either in a teaching or supporting role or those who wish to develop their own knowledge and understanding of the area. The one-day course had a particular focus on identifying dyscalculia in learners in a post 16 setting. By the end of the one-day course, participants got an understanding of: What is Dyscalculia? How is dyscalculia different from maths learning difficulties? How can dyscalculia and maths learning difficulties be identified in Post 16 learners? What is maths anxiety? What is good practice in supporting learners with dyscalculia? "

"Though nearly as common as dyslexia, dyscalculia is neither well-known nor well-understood among educators and clinicians. In recent years students with dyscalculia have presented in different MTU Cork programmes of study and have struggled with completing core maths modules or using maths within modules of their course such as Science and Business subjects. Staff in MTU Cork were surveyed about their awareness of and questions about Dyscalculia. In addition, students with the Disability Support Service (DSS) were surveyed on their experience of dyscalculia in college. The results of these surveys were used to inform the design and content of this workshop and their findings were presented during the workshop itself. The objective of this workshop was to raise awareness about dyscalculia among the MTU community and identify best practice approaches to support our students with dyscalculia. Following universal design for learning (UDL) principles that promote increased accessibility in teaching and learning we hope that this raised awareness will in fact benefit all students who interact with maths and numbers as part of their studies at MTU Cork. A major focus of this workshop was on ways in which lecturers or tutors can support students with Dyscalculia to succeed. Hilary Maddocks has worked for many years supporting such students at Loughborough University. The student perspective was also presented as we heard from an MTU Cork student about her experiences of learning with Dyscalculia, and the DSS gave some background."

"Though nearly as common as dyslexia, dyscalculia is neither well-known nor well-understood among educators and clinicians. In recent years students with dyscalculia have presented in different MTU Cork programmes of study and have struggled with completing core maths modules or using maths within modules of their course such as Science and Business subjects. Staff in MTU Cork were surveyed about their awareness of and questions about Dyscalculia. In addition, students with the Disability Support Service (DSS) were surveyed on their experience of dyscalculia in college. The results of these surveys were used to inform the design and content of this workshop and their findings were presented during the workshop itself. The objective of this workshop was to raise awareness about dyscalculia among the MTU community and identify best practice approaches to support our students with dyscalculia. Following universal design for learning (UDL) principles that promote increased accessibility in teaching and learning we hope that this raised awareness will in fact benefit all students who interact with maths and numbers as part of their studies at MTU Cork. A major focus of this workshop was on ways in which lecturers or tutors can support students with Dyscalculia to succeed. Hilary Maddocks has worked for many years supporting such students at Loughborough University. The student perspective was also presented as we heard from an MTU Cork student about her experiences of learning with Dyscalculia, and the DSS gave some background."

Cork Institute of Technology and Griffith College Cork came together to organise this seminar to examine digital teaching tools for Mathematics in Higher Education. The focus of this seminar was to explore and champion effective digital tools and technologies in the teaching of Mathematics in Higher Education in Ireland and to create an opportunity for networking and initiation of collaborative relationships in this area. It provided hands on experience of educational technology in Mathematics for participants and provided a forum for exploring challenges, exchanging ideas and disseminating practices. Talks/workshops included: Dr Maria Meehan, UCD, who discussed her experience of the use of technology in teaching Mathematics. CIT’s Technology Enhanced Learning Department who discussed Teaching Mathematics using virtual and augmented reality. Lightning Talks from participants who use education technology in their Higher Education Maths classroom/lecture who shared their experience with others Parallel Workshops on Mathematics e-assessment using Numbas catering for beginners and more advanced users.

Within CIT, mathematics and statistics play a key role in almost every programme and most students will encounter mathematics/statistics related modules at some point in their studies. Some programmes, especially those in the Faculty of Engineering & Science, are highly mathematical in nature and will contain many mathematics and statistics modules integrated from the start to end of the programme of study, whilst others have slightly less mathematical content, but any mathematics and statistics modules taken are continually relied upon over the duration of the programme. Frequently, however, mathematics lecturers find that students struggle with understanding when and where the mathematics that they are being asked to learn will be used in their chosen programme and in their future profession. In addition, because a lot of mathematics modules are taught to diverse groups of students there is little chance to show students problems applied to their own specific field of study. Therefore, mathematics can appear to them to be an abstract subject, separate from other topics encountered during their programme of study. In an effort to address this problem, members of a learning community established in CIT’s Department of Mathematics and Department of Civil, Structural and Environmental Engineering, applied for funding from the Teaching and Learning Development Fund to develop relevance-orientated problems for students from different disciplines so as to support students to understand the importance of mathematics in their chosen field at an early stage of their degree and career. As a starting point for this project, the Department of Mathematics and Department of Civil, Structural and Environmental Engineering have initiated a pilot project to develop a bank of contextual materials for their students to enable them to better understand the role of mathematics in their chosen programme. This seminar was considered primarily to be of interest to staff in the Department of Mathematics and Department of Civil, Structural & Environmental Engineering as theirs is the first cohort of students for whom such resources are being developed. However, it was thought that it should also be of general interest to all staff so that they can see the type of work being done, the benefits of developing these types of resources and perhaps initiate their own department’s future collaboration with the Department of Mathematics. This seminar consisted of the following: • Talks: o Maths in Structural Engineering Seán Carroll, Chartered Structural Engineer, Assistant Lecturer Department of Civil, Structural & Environmental Engineering, CIT o Contexts & Concepts: A Case Study of Mathematics Assessment for Civil & Environmental Engineering Dr J.P. McCarthy, Lecturer, Department of Mathematics, CIT o Maths in Engineering: Perspectives of a Bridge Engineer Michael Minehane, Chartered Senior Engineer at RPS Europe, where he works on the design, inspection assessment and rehabilitation of bridges and large civil structures. He graduated from Cork Institute of Technology in 2010 with a BEng (Hons) in Civil, Structural & Environmental Engineering, and in 2011 with an MEng in Advanced Structural Engineering. He is a part-time lecturer at Cork Institute of Technology since 2015 where he delivers a module on BIM for Infrastructure. • Contributions from several speakers, including: o Dr Clodagh Carroll, Lecturer, Department of Mathematics, CIT o Dr Violeta Morari, Lecturer, Department of Mathematics, CIT • Some short videos emphasising the centrality of mathematics within Civil, Structural & Environmental Engineering which have been developed will be presented

Transposition, or the rearranging of equations, is a key topic in Mathematics but has wider application across Business, Engineering and Science. Students find this a tricky topic because they often don’t understand the underlying principles and consequently apply rules and procedures incorrectly. In this session, In this session, Catherine discussed some of the initiatives and resources that have been developed by colleagues in the Department of Mathematics to enhance learning and develop understanding and competence in this topic. The focus of the session was to demonstrate how an active learning strategy, peer instruction, is being used to enhance learning in this topic. Peer instruction is designed to engage students during class through activities that require each student to apply the core concepts being presented, and then to explain and discuss those concepts with their fellow students. The process has been shown to engage students, increase understanding of key concepts and support knowledge retention. While the examples presented will relate to Transposition in Mathematics – the teaching strategy can be effectively applied across disciplines to develop understanding of difficult topics.

"While we as educators might hate to admit it, assessment does drive student learning and is probably the one most important thing we can do to help our students learn. Formative assessment can help us as educators identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that we can make adjustments to lessons, instructional techniques, and academic support. If we wish to use assessment as a tool to enhance student learning the provision of formative feedback is crucial. We need to help students understand not only where they have gone wrong, but also what they need to do to improve and when they have done well, we need to help them understand what is good about their work and how they can build on it and develop further. This seminar focussed on how the Department of Mathematics and the Academic Learning Centre use Numbas, a free online platform aimed at numerate disciplines, to provide students with the opportunity to practice particular types of mathematical problems, receive instant feedback and advice on where they may have gone wrong, and to attempt other similar auto-generated questions. This seminar was aimed at academic staff who teach in a numerate discipline who would like to explore how they too can provide formative assessment opportunities to their students in an efficient and effective manner. Those who attended this session: Got an overview of some of the capabilities of Numbas Learned how Numbas can be used to enhance student learning Learned how a Numbas learning resource can be uploaded to Canvas."

While we as educators might hate to admit it, assessment does drive student learning and is probably the one most important thing we can do to help our students learn. Formative assessment can help us as educators identify concepts that students are struggling to understand, skills they are having difficulty acquiring, or learning standards they have not yet achieved so that we can make adjustments to lessons, instructional techniques, and academic support. If we wish to use assessment as a tool to enhance student learning the provision of formative feedback is crucial. We need to help students understand not only where they have gone wrong, but also what they need to do to improve and when they have done well, we need to help them understand what is good about their work and how they can build on it and develop further. This seminar focussed on how the Department of Mathematics and the Academic Learning Centre use Numbas, a free online platform aimed at numerate disciplines, to provide students with the opportunity to practice particular types of mathematical problems, receive instant feedback and advice on where they may have gone wrong, and to attempt other similar auto-generated questions. This seminar was aimed at academic staff who teach in a numerate discipline who would like to explore how they too can provide formative assessment opportunities to their students in an efficient and effective manner. Those who attended this session: Got an overview of some of the capabilities of Numbas Learned how Numbas can be used to enhance student learning Learned how a Numbas learning resource can be uploaded to Canvas.