Work

Reflecting on the Diagnostic Mathematics Information for Student Retention and Success (DMISRS) journey: Key insights into negotiating large-scale collaborative projects

Year: 2025

Type: article

Abstract: Student retention and success in science, technology, engineering and mathematics (STEM) programmes is particularly poor and important, given the worldwide shortage of these skills. Educational research has advanced our knowledge of effective teaching and learning in undergraduate STEM programmes, leading to innovations to improve the prevailing situation. However, translating these innovations into tangible pedagogical reforms has proven challenging, and many efforts designed to promote change have fallen short of their intended outcomes. Mathematics is often the subject that becomes a barrier to success. While mathematics educators may try to address these issues, they have few opportunities to work collaboratively and to share their experiences in a safe and supportive environment. The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) project’s initial aim was based on a theory of change. A theory of change builds upon the assumption that change is a complex process influenced by multiple internal and external factors to the system under examination and needs to be constantly reviewed. During the project, it became evident that the initial theory of change, while laudable, was not the most appropriate in the given context. The team then adjusted the project to work collaboratively with and through mathematics colleagues at their institutions. In this paper, we reflect on the organic nature of the shaping and reshaping of the DMISRS project. We then review how the project team had to respond to the challenges and navigate the disruptions faced actively. We share our experiences and lessons learnt, which will be relevant to other similar large-scale collaborative projects.

Source: Perspectives in Education

DOI: 10.38140/pie.v43i4.9198

Authors: Robert Noel Prince, Emlyn Balarin

Institutions: University of Johannesburg, University of Cape Town

Language: English

Topic: Mathematics Education and Programs

Subfield: Modeling and Simulation

Field: Mathematics

Domain: Physical Sciences

SDG: Quality education

Open Access status: gold

Estimated APC paid: $190