"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."

"There is a prevalence of survey usage across third level Institutes. Surveys are sometimes regarded as an easy approach to obtaining opinions and measurements. However, it is easy to conduct a survey of poor quality rather than one of high quality and real value. This seminar will provide a checklist of good practice in the conduct and reporting of survey research. Its purpose is to assist the participants to produce survey work to a high standard, meaning a standard at which the results will be regarded as credible. The seminar will first provide an overview of the approach to questionnaire design and then guide the participants step-by-step through the processes of data collection, data analysis, and storage. The seminar is not intended to provide a manual of how to conduct a survey, but rather to identify common pitfalls and oversights to be avoided by researchers if their work is to be valid and credible. Anyone involved in collecting data from subjects has an ethical duty to respect each individual participant’s autonomy. All surveys should be conducted in an ethical manner and one that accords with best practice. Confidentiality with regard to all participant information should always be respected, with due care given in both the collection, recording, storage and destruction of data. The seminar will highlight the importance and role of ethics, research integrity and data storage in questionnaire design. This seminar was particularly relevant to academic staff, i.e. lecturers, supervisors and researchers, but was also relevant to professional management support staff. Participants attending this seminar gained insights into: The steps involved in designing a reliable questionnaire such as qualities of good questions, questionnaire length, question wording, order of questions, etc. The importance of a Statistical Analysis Plan (SAP) in questionnaire design. How meeting ethical standards ensures researchers act in good faith and protects the integrity of the resulting data. Processes to help us to be aware of, respect and protect the personal data collected."

"There is a prevalence of survey usage across third level Institutes. Surveys are sometimes regarded as an easy approach to obtaining opinions and measurements. However, it is easy to conduct a survey of poor quality rather than one of high quality and real value. This seminar will provide a checklist of good practice in the conduct and reporting of survey research. Its purpose is to assist the participants to produce survey work to a high standard, meaning a standard at which the results will be regarded as credible. The seminar will first provide an overview of the approach to questionnaire design and then guide the participants step-by-step through the processes of data collection, data analysis, and storage. The seminar is not intended to provide a manual of how to conduct a survey, but rather to identify common pitfalls and oversights to be avoided by researchers if their work is to be valid and credible. Anyone involved in collecting data from subjects has an ethical duty to respect each individual participant’s autonomy. All surveys should be conducted in an ethical manner and one that accords with best practice. Confidentiality with regard to all participant information should always be respected, with due care given in both the collection, recording, storage and destruction of data. The seminar will highlight the importance and role of ethics, research integrity and data storage in questionnaire design. This seminar was particularly relevant to academic staff, i.e. lecturers, supervisors and researchers, but was also relevant to professional management support staff. Participants attending this seminar gained insights into: The steps involved in designing a reliable questionnaire such as qualities of good questions, questionnaire length, question wording, order of questions, etc. The importance of a Statistical Analysis Plan (SAP) in questionnaire design. How meeting ethical standards ensures researchers act in good faith and protects the integrity of the resulting data. Processes to help us to be aware of, respect and protect the personal data collected."

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.

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.