Over the past six years or so, Erik Meyer and Malcolm Eley (of Monash's CHED) have been collaborating on the development of two instruments focussed on the student's experience of studying mathematics.  Much ofthis work has been conducted within, and with the support of, the Department of Mathematics and Statistics.

The first of these instruments is now developed and validated.  It reflects variation in students' motivational reactions and preferences in mathematics study.  The second, which targets the learning processesemployed by students in their mathematics study, is in its very last stages of development.  That development work is expected to occur this semester, again with the support of the Department.

One immediate practical use for these two instruments will be in the early detection of students who are at risk of real study difficulties, even failure.  Such early detection can then enable any chosen intervention by the Department to occur more efficiently.

Erik has been involved in similar development work related to the teaching of economics.  That work has already led to 'at risk' detection procedures being implemented in teaching departments, with accompanying programs of 'treating' those detected students.  In this seminar, Erik will thus be able to discuss that application of instruments such as those being developed here in mathematics, but with reference to actual concrete experience.  He will be able to indicate very directly the sorts of immediate possibilities that will be available to the Department
 

Convenors:Michael Page, Anthony Lun