An exploration of strategies to support non-specialist mathematics and statistics learners in higher education in Mauritius

Mathematics anxiety is a prevalent issue which prevents students from choosing under-graduate studies that contain high contents of mathematics and statistics, in higher educa-tion. Academics have been trying hard to find ways to support non-specialist mathematics students, through various means, to facilitate the teaching of mathematics and statistics.

This doctoral thesis presents the findings of a study conducted with undergraduate and postgraduate students, in a higher education institution, in Mauritius, namely at Mid-dlesex University Mauritius, an international campus of Middlesex University, UK. The study aimed to explore students’ perceptions of mathematics and statistics while taking into consideration their past experiences when learning those subjects. Data were also collected from three teachers who teach those disciplines in their respective programmes.

This study primarily utilises a methodological approach centred on gathering data through interviews with both students and academics, as well as conducting focus groups exclu-sively with students. The interview process, conducted face-to-face and through focus groups, adopts a Narrative Inquiry approach. Additionally, a limited amount of quanti-tative data was gathered through an online questionnaire administered to new university students. Thematic analysis was applied to scrutinise the qualitative data. Simultane-ously, an examination of the correlation between the perceived “value” of mathematics and factors such as “self-confidence”, “enjoyment”, and “motivation” was conducted, al-though measurement of these emotions was not within the scope of this research. In my capacity as an Insider-Researcher, my deep understanding of the research topic played a vital role in guiding the establishment of the investigation, with careful consideration given to the ethical considerations inherent to this role.

Findings from the data collected revealed that students are usually ill-prepared to start studying modules with high quantitative components. Many students have negative emo-tions towards mathematics and statistics, and this hinders their studies at university. Recommendations include the steps that a higher education institution such as Middlesex University Mauritius, should take to alleviate these negative emotions, at an early stage, and to provide adequate support to non-specialist mathematics students.