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Author = Ní Fhloinn, Eabhnat;
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Displaying Results 1  25 of 37 on page 1 of 2
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A projectbasedlearning approach to teaching firstorder and secondorder differential equations to engineers
(2017)
Carr, M.; Farrell, Fionnuala; Ní Fhloinn, Eabhnat
A projectbasedlearning approach to teaching firstorder and secondorder differential equations to engineers
(2017)
Carr, M.; Farrell, Fionnuala; Ní Fhloinn, Eabhnat
http://doras.dcu.ie/22866/
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A ProjectBasedLearning Approach to Teaching SecondOrder Differential Equations to Engineers
(2017)
Carr, Michael; Ní Fhloinn, Eabhnat
A ProjectBasedLearning Approach to Teaching SecondOrder Differential Equations to Engineers
(2017)
Carr, Michael; Ní Fhloinn, Eabhnat
Abstract:
In an attempt to increase engagement in a thirdyear mechanicalengineering mathematics module, a series of groupwork sessions were introduced on a single topic. Students were asked to use the solution of a secondorder differential equation (previously introduced in lectures) to solve a problem in which they must design a simple springdamper system for one of a lorry, digger, truck, tractor, car, motorbike or pogo stick. This project was worth 10% of the module and done in groups of four. The groups gave an oral presentation of their results and a written report was handed up for grading. A detailed description of the implementation of this assessment is given along with an analysis of how student performance in questions on similar topics in the terminal examination for this module.
https://arrow.dit.ie/scschmatcon/33
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A projectbasedlearning approach to teaching secondorder differential equations to engineers
(2016)
Carr, Michael; Ní Fhloinn, Eabhnat
A projectbasedlearning approach to teaching secondorder differential equations to engineers
(2016)
Carr, Michael; Ní Fhloinn, Eabhnat
Abstract:
In an attempt to increase engagement in a thirdyear mechanicalengineering mathematics module, a series of groupwork sessions were introduced on a single topic. Students were asked to use the solution of a secondorder differential equation (previously introduced in lectures) to solve a problem in which they must design a simple springdamper system for one of a lorry, digger, truck, tractor, car, motorbike or pogo stick. This project was worth 10% of the module and done in groups of four. The groups gave an oral presentation of their results and a written report was handed up for grading. A detailed description of the implementation of this assessment is given along with an analysis of how student performance in questions on similar topics in the terminal examination for this module.
http://doras.dcu.ie/21674/
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A quantitative, longitudinal analysis of the impact of mathematics support in an Irish university
(2018)
Jacob, Maria; Ní Fhloinn, Eabhnat
A quantitative, longitudinal analysis of the impact of mathematics support in an Irish university
(2018)
Jacob, Maria; Ní Fhloinn, Eabhnat
Abstract:
Mathematics support has become embedded in a large number of higher education institutes in Ireland and UK in particular. Measuring the impact of such support is a challenging task, which can be attempted either qualitatively, through the use of surveys or focus groups, or quantitatively, looking at data such as number of visits and subsequent exam performance. Here, we consider a quantitative analysis of the impact of a mathematics support centre in an Irish university, based on data gathered over the past 12 years. A binary logistic regression was carried out which showed that, when prior mathematical achievement and module studied were kept constant, the odds of a student who attended mathematics support once passing their module were 1.63 times higher than for one who had never engaged with the service. The odds for those who attended 15 or more times were almost 14 times higher. This study also showed that there was a significant difference between those who never engaged with ...
http://doras.dcu.ie/23542/
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Adult Learners and Mathematics Learning Support
(2015)
Mac an Bhaird, Ciaran; Ní Fhloinn, Eabhnat; O'Sullivan, Ciaran
Adult Learners and Mathematics Learning Support
(2015)
Mac an Bhaird, Ciaran; Ní Fhloinn, Eabhnat; O'Sullivan, Ciaran
Abstract:
The provision of some level of Mathematics Learning Support (MLS) is now standard in the majority of Higher Education Institutions in Ireland, the UK, and in many other countries. This provision is, in part, a response to the large numbers of students entering Higher Education who do not have the mathematical skills required and this cohort includes a significant number of adult learners. Research indicates that these students have different motivations and approaches to learning than traditional age learners. This paper considers the analysis of a large scale student evaluation of Mathematics Learning Support in Ireland. In particular, it presents the responses and engagement levels of adult learners and compares these to those of traditional students. The findings are key to ensuring best practice in the provision of MLS for the wide variety of students who engage with it.
http://eprints.maynoothuniversity.ie/6629/
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Adult learners and mathematics learning support
(2015)
Fitzmaurice, Olivia; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Sullivan, Ciarán
Adult learners and mathematics learning support
(2015)
Fitzmaurice, Olivia; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; O'Sullivan, Ciarán
Abstract:
The provision of some level of Mathematics Learning Support (MLS) is now standard in the majority of Higher Education Institutions in Ireland, the UK, and in many other countries. This provision is, in part, a response to the large numbers of students entering Higher Education who do not have the mathematical skills required and this cohort includes a significant number of adult learners. Research indicates that these students have different motivations and approaches to learning than traditional age learners. This paper considers the analysis of a large scale student evaluation of Mathematics Learning Support in Ireland. In particular, it presents the responses and engagement levels of adult learners and compares these to those of traditional students. The findings are key to ensuring best practice in the provision of MLS for the wide variety of students who engage with it.
http://doras.dcu.ie/22880/
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Alternative forms of continuous assessment in mathematics
(2007)
Carr, Michael; Ní Fhloinn, Eabhnat
Alternative forms of continuous assessment in mathematics
(2007)
Carr, Michael; Ní Fhloinn, Eabhnat
Abstract:
In Dublin Institute of Technology, there has been a recent move to semesterisation, with an increased emphasis on continuous assessment. In mathematics, this would traditionally mean that students would sit a number of short, written assessments during the course of each semester, in conjunction with an endofmodule exam. However, it was decided to combine these usual assessments with presentations on mathematics for certain cohorts this semester. As part of their continuous assessment mark, students were required to work in groups of three, to prepare and deliver a short presentation to their classmates. Two techniques were employed: in one instance, thirdyear Engineering students gave presentations revising one of a selection of fundamental mathematical topics studied in previous years; in the second instance, secondyear Product Design students explored possible applications of the mathematics they had studied to their other modules or future careers. The aim of the first techn...
http://doras.dcu.ie/21676/
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An Irish mathematics learning support network (IMLSN) report on student evaluation of mathematics learning support: Insights from a large scale multiinstitutional survey
(2014)
O'Sullivan, Ciarán; Mac an Bhaird, Ciarán; Fitzmaurice, Olivia; Ní Fhloinn, Eabhnat
An Irish mathematics learning support network (IMLSN) report on student evaluation of mathematics learning support: Insights from a large scale multiinstitutional survey
(2014)
O'Sullivan, Ciarán; Mac an Bhaird, Ciarán; Fitzmaurice, Olivia; Ní Fhloinn, Eabhnat
http://doras.dcu.ie/22489/
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Appropriate settings and supports for third level diagnostic testing in mathematics
(2012)
Ní Fhloinn, Eabhnat; Mac an Bhaird, Ciarán; Nolan, Brien C.
Appropriate settings and supports for third level diagnostic testing in mathematics
(2012)
Ní Fhloinn, Eabhnat; Mac an Bhaird, Ciarán; Nolan, Brien C.
Abstract:
Mathematical diagnostic tests are issued to first year students by many third level institutions, including Dublin City University and the National University of Ireland Maynooth. The aim of such tests is to provide staff and students with an immediate picture of which mathematical concepts are wellknown to the student. The tests are also a mechanism through which students who are struggling are made immediately aware of a wide range of followup initiatives, which are provided by the respective Mathematics Learning Support Centres. A common questionnaire was issued to students in both institutions to ascertain their attitudes towards diagnostic testing. In this paper, we present an overview of the role of the diagnostic test in both institutions, look at the mathematical backgrounds of the students tested, and present their views on the purpose of the test and the environment in which they took it. We also investigate their views on the subsequent feedback they received and the su...
http://doras.dcu.ie/21671/
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Appropriate settings and supports for thirdlevel diagnostic testing in mathematics
(2012)
Ní Fhloinn, Eabhnat; Mac an Bhaird, Ciaran; Nolan, Brien
Appropriate settings and supports for thirdlevel diagnostic testing in mathematics
(2012)
Ní Fhloinn, Eabhnat; Mac an Bhaird, Ciaran; Nolan, Brien
Abstract:
Mathematical diagnostic tests are issued to first year students by many third level institutions, including Dublin City University and the National University of Ireland Maynooth. The aim of such tests is to provide staff and students with an immediate picture of which mathematical concepts are wellknown to the student. The tests are also a mechanism through which students who are struggling are made immediately aware of a wide range of followup initiatives, which are provided by the respective Mathematics Learning Support Centres. A common questionnaire was issued to students in both institutions to ascertain their attitudes towards diagnostic testing. In this paper, we present an overview of the role of the diagnostic test in both institutions, look at the mathematical backgrounds of the students tested, and present their views on the purpose of the test and the environment in which they took it. We also investigate their views on the subsequent feedback they received and the su...
http://eprints.maynoothuniversity.ie/5413/
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Assessment and development of core skills in engineering mathematics
(2009)
Carr, Michael; Ní Fhloinn, Eabhnat
Assessment and development of core skills in engineering mathematics
(2009)
Carr, Michael; Ní Fhloinn, Eabhnat
Abstract:
Many engineering students enter Dublin Institute of Technology with core mathematical problems. Each year a diagnostic test is given to incoming first year students at both Ordinary and Honours degree levels. This test reveals deficiencies in numerous core areas of mathematics. Many students ignore the help that is available to them and limp through several years of engineering carrying a serious handicap of poor core mathematical skills. Anecdotally, engineering students at all levels can almost complete relatively complex mathematical problems, but end up with the wrong answer by making some very basic errors. The aim of this project is to set up a “module” in core mathematics. The course material is basic but a very high pass mark of 90% is set. Students may repeat this module as often as they like until they achieve a pass mark. An automated examination for this module has been developed on WebCT and a bank of questions has been created. Initially, this project was piloted as pa...
http://doras.dcu.ie/21666/
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Assessment for learning: resources for first year undergraduate mathematics modules
(2016)
Lawless, Fiona; O'Shea, Ann; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; Ní Shé, C...
Assessment for learning: resources for first year undergraduate mathematics modules
(2016)
Lawless, Fiona; O'Shea, Ann; Mac an Bhaird, Ciarán; Ní Fhloinn, Eabhnat; Ní Shé, Caitriona; Nolan, Brien C.
http://doras.dcu.ie/22867/
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Assessment, development and consolidation of advanced skills in engineering mathematics
(2011)
Carr, Michael; Murphy, Eoin; Ní Fhloinn, Eabhnat
Assessment, development and consolidation of advanced skills in engineering mathematics
(2011)
Carr, Michael; Murphy, Eoin; Ní Fhloinn, Eabhnat
Abstract:
In the Dublin Institute of Technology there are two routes to obtaining an Honours Degree in Engineering. The first is direct entry onto a four year Honours degree. To qualify for this route students must have achieved a grade of 55% or higher in Higher Level Mathematics at second level. For many students who do not have this level of mathematics they may enter a three year ordinary degree and then have the option of transferring into year 3 of the Honours degree. Many of our students struggle with this transition, in particular with the level of Maths. In a survey of almost 300 Engineering students, it was shown that a large percentage struggled with key skills in maths and tended to avoid questions on differentiation and integration. Here, we have developed an Advanced Mathematics Diagnostic exercise for students entering into 3rd year of the Honours degree. In addition, we have set up an online test that encourages students to revise (or perhaps learn for the first time) many of ...
http://doras.dcu.ie/21683/
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Assisting adult learners within a maths learning centre
(2007)
Ní Fhloinn, Eabhnat
Assisting adult learners within a maths learning centre
(2007)
Ní Fhloinn, Eabhnat
Abstract:
DIT Students’ Maths Learning Centre is a relatively new initiative, having been in existence for just over two years. The centre aims to provide mathematical support in a relaxed, nonjudgemental atmosphere to any DIT student whose programme contains a mathematical element. For the past two years, about a fifth of the students who attended the centre were adult learners, falling into three specific categories: fulltime mature students, parttime students and apprentices. While these students display many characteristics in common with traditional learners, each group faces additional challenges. Because many mature students have not studied maths in some time, they often need specific help revising basic topics at the start of the year in order to cope. For parttime students, time is of the essence, and so they often find it difficult to attend dropin sessions, tending instead to avail of our elearning resources. Apprentices spend ten weeks in DIT, twice, during the duration of ...
http://doras.dcu.ie/21681/
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Core skills assessment to improve mathematical competency
(2013)
Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat
Core skills assessment to improve mathematical competency
(2013)
Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat
Abstract:
Many engineering undergraduates begin thirdlevel education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology (DIT), a diagnostic test is given to incoming firstyear students, consistently revealing problems in basic mathematics. It is difficult to motivate students to address these problems; instead, they struggle through their degree, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills, a pilot project was set up in which a “module” in core mathematics was developed. The course material was basic, but 90% or higher was required to pass. Students were allowed to repeat this module throughout the year by completing an automated examination on WebCT populated by a questionbank. Subsequent to the success of this pilot with thirdyear mechanical engineering students, the project was extended to five different eng...
http://doras.dcu.ie/22716/
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Diagnostic testing in DCU: A five year review
(2009)
Ní Fhloinn, Eabhnat
Diagnostic testing in DCU: A five year review
(2009)
Ní Fhloinn, Eabhnat
http://doras.dcu.ie/22875/
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Easing the transition to thirdlevel for firstyear mathematicians
(2007)
Ní Fhloinn, Eabhnat
Easing the transition to thirdlevel for firstyear mathematicians
(2007)
Ní Fhloinn, Eabhnat
Abstract:
Despite students’ prior high achievements in mathematics, it was observed over a period of years among a firstyear cohort of almost 80 students studying Pure and Applied Mathematics/Theoretical Physics in Trinity College Dublin that a large number struggled significantly with the transition to thirdlevel. A number of factors were identified as being potentially responsible for this, including larger class sizes, a more abstract form of mathematics, and general difficulties settling into a class in which a noticeable proportion of the students did not possess good social skills. To avoid students dropping out or failing first year, it was decided to introduce a carefully constructed problemsolving module into the students’ timetable. This module, while addressing challenging areas from the general firstyear programme, was delivered to students in small groups, once a week, with the focus on pair/group work. Attendance was compulsory, and all marks for the module were awarded based...
http://doras.dcu.ie/21675/
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Form, Function or Fiction: Gender and Diversity in Engineering Programmes in Ireland
(2016)
Sheridan, Domhnall; Beagon, Una; Ni Fhloinn, Eabhnat
Form, Function or Fiction: Gender and Diversity in Engineering Programmes in Ireland
(2016)
Sheridan, Domhnall; Beagon, Una; Ni Fhloinn, Eabhnat
Abstract:
Messe agus Pangur Bán, cechtar nathar fria shaindán: bíth a menmasam fri seilgg, mu menma céin im shaincheirdd. I and Pangur Bán, my cat 'Tis a like task we are at; Hunting mice is his delight Hunting words I sit all night. The poem Pangur Bán [1] was written by an unknown Irish monk in the Benedictine Abbey of Reichenau, in southern Germany in the ninth century. The Abbey, founded in 724 by Saint Pirim, was a centre of learning in Europe for many centuries, reaching its apex under Abbot Berno of Reichenau (1008–48). The Christian church was the sole focus of education in the first millennium, with centres of learning developing around monasteries (e.g. Cluain Mhic Nóis in 546 [2]). The Christian religion, based on Hebrew and Greek documents translated into Latin, required scholarship; at the very least, clergy had to be able to read and write Latin. This was less a problem in Italy, France and other countries with a Latin derived language, but was quite challenging for others....
https://arrow.dit.ie/engschcivcon/91
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Form, function or fiction: Gender and diversity in engineering programmes in Ireland
(2016)
Sheridan, D.K.; Beagon, U.; Ní Fhloinn, Eabhnat
Form, function or fiction: Gender and diversity in engineering programmes in Ireland
(2016)
Sheridan, D.K.; Beagon, U.; Ní Fhloinn, Eabhnat
http://doras.dcu.ie/22864/
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Formative assessment in mathematics for engineering students
(2017)
Ní Fhloinn, Eabhnat; Carr, Michael
Formative assessment in mathematics for engineering students
(2017)
Ní Fhloinn, Eabhnat; Carr, Michael
Abstract:
In this paper, we present a range of formative assessment types for engineering mathematics, including inclass exercises, homework, mock examination questions, table quizzes, presentations, critical analyses of statistical papers, peertopeer teaching, online assessments and electronic voting systems. We provide practical tips for the implementation of such assessments, with a particular focus on time or resource constraints and large class sizes, as well as effective methods of feedback. In addition, we consider the benefits of such formative assessments for students and staff.
http://doras.dcu.ie/22458/
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Gender differences in the level of engagement with mathematics support in higher education in Ireland
(2016)
Ní Fhloinn, Eabhnat; Fitzmaurice, Olivia; Mac an Bhaird, Ciarán; O'Sullivan, Ciarán
Gender differences in the level of engagement with mathematics support in higher education in Ireland
(2016)
Ní Fhloinn, Eabhnat; Fitzmaurice, Olivia; Mac an Bhaird, Ciarán; O'Sullivan, Ciarán
Abstract:
Over the past couple of decades, mathematics support centres have become widespread in higher education, most notably in Ireland, the U.K. and Australia. These centres generally offer a range of free support services to students who feel they need additional help with their mathematics modules. A major largescale survey of firstyear higher education students was undertaken in Ireland to ascertain students’ evaluation of mathematics support. There were significant differences in selfreported attendance between male and female students, with a binary logistic regression model showing that female students were almost two and a half times more likely to engage with mathematics support than male students, while controlling for other factors such as prior mathematical achievement, degree, and institution attended. In this paper, the engagement levels of 1633 students with mathematics support across nine Higher Education Institutes are analysed. The reasons given by both genders for ei...
http://doras.dcu.ie/22714/
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Has the introduction of “Project Maths” at postprimary level affected the attitudes of firstyear higher education engineering students in Ireland?
(2014)
Nahari, Noha; Ní Fhloinn, Eabhnat; MacDonald, Bryan
Has the introduction of “Project Maths” at postprimary level affected the attitudes of firstyear higher education engineering students in Ireland?
(2014)
Nahari, Noha; Ní Fhloinn, Eabhnat; MacDonald, Bryan
Abstract:
Mathematics is increasingly a focus of educational studies nationally and internationally, due to the growing need of mathematical skills in today’s technological, economical, and industrial world (European Commission 2011, Conway and Sloane 2005). It is widely known that mathematics is a core subject for science and engineering disciplines. As Project Maths was implemented on a phased basis over a fouryear period, our study is directed upon testing the mathematical skills and investigating first year engineering students' attitudes towards mathematics over the course of the implementation. In this paper, we give a detailed overview of the results of a pilot attitudinal survey conducted in 2012 on a cohort of students who studied phase one of Project Maths. Overall, the results show quite a negative attitude towards mathematics, a fact that is naturally of concern among a cohort of engineering students who will rely heavily upon mathematics for the duration of their studies a...
http://doras.dcu.ie/22877/
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Identifying problematic mathematical topics and concepts for first year students
(2015)
Ní Shé, Caitriona; Breen, Sinéad; Brennan, Conor; Doheny, Frank; Lawless, Fiona; Mac an...
Identifying problematic mathematical topics and concepts for first year students
(2015)
Ní Shé, Caitriona; Breen, Sinéad; Brennan, Conor; Doheny, Frank; Lawless, Fiona; Mac an Bhaird, Ciarán; McLoone, Seamus; Ní Fhloinn, Eabhnat; Nolan, Brien C.; O'Shea, Ann
http://doras.dcu.ie/22868/
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Improving Core Mathematical Skills in Engineering Undergraduates
(2010)
Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat
Improving Core Mathematical Skills in Engineering Undergraduates
(2010)
Carr, Michael; Bowe, Brian; Ní Fhloinn, Eabhnat
Abstract:
A large number of engineering undergraduates begin their thirdlevel education with significant deficiencies in their core mathematical skills. Every year, in the Dublin Institute of Technology (DIT), a diagnostic test is given to incoming firstyear students, consistently revealing problems in basic mathematics. It is difficult to motivate many students to seek help in the Maths Learning Centre to address these problems. As a result, they struggle through several years of engineering, carrying a serious handicap of poor core mathematical skills, as confirmed by exploratory testing of final year students. In order to improve these skills in engineering students, a pilot project was set up in which a “module” in core mathematics was developed. The course material was basic, but a grade of 90% or higher was required to pass the module. Students were allowed to repeat the module as often as they liked until they passed. An automated examination for this module was developed on WebCT, a...
http://doras.dcu.ie/21673/
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Increasing learning by decreasing choice: what do students think?
(2007)
Carr, Michael; Ní Fhloinn, Eabhnat
Increasing learning by decreasing choice: what do students think?
(2007)
Carr, Michael; Ní Fhloinn, Eabhnat
Abstract:
In firstyear engineering mathematics programmes in Dublin Institute of Technology, students were commonly required to attempt five out of eight questions in their endofyear examination. As these questions are based on welldefined areas, this allows students to entirely omit certain topics and still perform impressively. This approach causes serious problems in later years, as students lack the basic knowledge required to attempt more advanced mathematics. A common example of this is differential equations: many students skip integration in first year, only to discover this is a prerequisite for second and third year material. This observation is borne out by the fact that the most common problem for which engineering students sought help in the Students’ Maths Learning Centre last year was basic integration, with 56% of those coming from second or third year. One way to address this problem would be by reducing (or even eliminating) choice questions on mathematics papers in fir...
http://doras.dcu.ie/21680/
Displaying Results 1  25 of 37 on page 1 of 2
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