The DMISRS Project is a collaborative project which aims to analyse the curricula of first year Mathematics courses in Higher Education in order to establish how best to address students’ needs through curriculum-integrated support initiatives, including blended-learning.

Individual areas of need for students in identified institutions will be determined through NSC Mathematics and NBT sub-domain analysis and the kind of Mathematics support needed will be workshopped.

The project will benefit academics, institutions and students in the following ways:

  1. It will enable academics to leverage the diagnostic potential of the provided information in addressing the needs of their particular students.
  2. Individual student reports will enable academics to address the mathematical diversity in a programme rather than follow a one-size-fits-all approach to teaching and learning.
  3. The information resulting from the analysis could be used by institutions as a tool for student placement and support and to establish curriculum-integrated support initiatives.
  4. It will enable academics to make evidence-based decisions for curriculum change to enhance student success.
  5. It will enhance curriculum support in Mathematics to increase student participation and success in Mathematics.
  6. It has the potential to change the profile of students succeeding in Mathematics.
  7. It will enhance the first year experience and reduce attrition.

For more information, please contact us:

robert.prince@uct.ac.za | 021 650 5833 | www.cetap.uct.ac.za