Attitudes towards mathematics – survey of first-year engineering students

The core mathematics module for first-year engineering students (170 students) has recently been redesigned with the aim of building student confidence by encouraging them to take greater responsibility for their learning through the use of peer review, self assessment and reflection on the quality of their work and learning.

To investigate students’ attitudes towards mathematics, and potentially any changes in attitudes over the module, a questionnaire was designed to measure responses under the factors of value, struggle, growth, confidence and self-efficacy. The questionnaire was issued at the beginning of the first lecture of the module, at which point the students had little knowledge of what third-level mathematics would entail, and also in the penultimate lecture (in week 23) of the module. Responses can be analysed according to prior mathematics qualification and gender.

The session will provide an analysis of some of the questionnaire data. It should be of interest to those involved with teaching mathematics, those dealing with large classes of mixed mathematical abilities and those interested in the wider topic of mathematical resilience.