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Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions (2023)
Journal Article
Sikurajapathi, B., Henderson, K., & Gwynllyw, R. (2023). Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions. MSOR Connections, 21(Special Issue: CETL-MSOR Conference 2022 Part 1), 43-51. https://doi.org/10.21100/msor.v21i1

Students may arrive at an incorrect answer when answering a mathematical question due to several reasons, such as random errors, calculation errors or misreading the question. Such errors are sometimes referred to as Common Student Errors (CSEs). Thi... Read More about Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions.

A collaboratively-derived research agenda for e-assessment in undergraduate mathematics (2022)
Journal Article
Kinnear, G., Jones, I., Sangwin, C., Alarfaj, M., Davies, B., Fearn, S., …Wong, T. (in press). A collaboratively-derived research agenda for e-assessment in undergraduate mathematics. International Journal of Research in Undergraduate Mathematics Education, https://doi.org/10.1007/s40753-022-00189-6

This paper describes the collaborative development of an agenda for research on e-assessment in undergraduate mathematics. We built on an established approach to develop the agenda from the contributions of 22 mathematics education researchers, unive... Read More about A collaboratively-derived research agenda for e-assessment in undergraduate mathematics.

Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions (2022)
Presentation / Conference
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2022, September). Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions. Presented at Continuing Excellence in Teaching and Learning in Mathematics, Statistics and Operational Research conference (CETL-MSOR-2022), Abertay University, Dundee , Scotland

Students may arrive at an incorrect answer when answering a mathematical question due to several reasons, such as random errors, calculation errors or misreading the question. Such errors are sometimes referred to as Common Student Errors (CSEs). Se... Read More about Correct for the wrong reason: Why we should know more about mathematical common student errors in e-assessment questions.

Gathering and compiling mathematical common student errors in e-assessment questions with taxonomical classification (2022)
Journal Article
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2022). Gathering and compiling mathematical common student errors in e-assessment questions with taxonomical classification. MSOR Connections, 20(3), 55-71. https://doi.org/10.21100/msor.v20i3.1345

This article gives an overview of the interactive book called ‘Collection of Taxonomically Classified Mathematical Common Student Errors in e-Assessments (CSE Book)’ which has been produced as a result of the Common Student Errors Project (CSE Projec... Read More about Gathering and compiling mathematical common student errors in e-assessment questions with taxonomical classification.

Students’ perceptions of enhanced e-assessment feedback addressing common student errors in mathematics (2021)
Journal Article
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2021). Students’ perceptions of enhanced e-assessment feedback addressing common student errors in mathematics. MSOR Connections, 19(2), 10-27. https://doi.org/10.21100/msor.v19i2

The Common Student Errors Project (CSE Project) has been running at the University of the West of England (UWE, Bristol) since 2017. The main aim of this project is to introduce a method to detect CSEs and to provide tailored feedback in Engineering... Read More about Students’ perceptions of enhanced e-assessment feedback addressing common student errors in mathematics.

The effectiveness of remediating mathematical Common Student Errors in e-Assessments (2021)
Presentation / Conference
Sikurajapathi, I., Henderson, K., & Gwynllyw, . R. (2021, June). The effectiveness of remediating mathematical Common Student Errors in e-Assessments. Presented at E-Assessment in Mathematical Sciences (EAMS2021), Online

The Common Student Errors Project (CSE Project) has been running at the University of the West of England (UWE, Bristol) since 2017. The main aim of this project is to introduce a method to detect CSEs and to provide tailored feedback in Engineering... Read More about The effectiveness of remediating mathematical Common Student Errors in e-Assessments.

A case study in the e-assessment of statistics for non-specialists (2021)
Journal Article
Weir, I. S., Gwynllyw, D. R., & Henderson, K. L. (2021). A case study in the e-assessment of statistics for non-specialists. Journal of University Teaching and Learning Practice, 18(2), Article 5

The need to be able to choose, perform and interpret the results from appropriate statistical tests is ubiquitous in many STEM disciplines and beyond. In this case study, we illustrate a learning and assessment approach that has been used successfull... Read More about A case study in the e-assessment of statistics for non-specialists.

Case study using Python in the teaching of numerical analysis (2020)
Journal Article
Gwynllyw, D. R., Henderson, K. L., Van lent, J., & Guillot, E. G. (2020). Case study using Python in the teaching of numerical analysis. MSOR Connections, 18(2), 25-32. https://doi.org/10.21100/msor.v18i2.1100

In this case study we describe the rationale, methodology and results of teaching Python as part of a third year optional Numerical Analysis module taken by undergraduate BSc Mathematics students at the University of the West of England, Bristol. In... Read More about Case study using Python in the teaching of numerical analysis.

Using e-assessment to address mathematical misconceptions in engineering students (2020)
Journal Article
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. (2020). Using e-assessment to address mathematical misconceptions in engineering students. International Journal of Information and Education Technology, 10(5), 356-361. https://doi.org/10.18178/ijiet.2020.10.5.1389

Students, when answering a mathematical question, may make a mistake in their answer for a variety of reasons. For example, not reading the question properly, making a mistake due to carelessness or due to a mathematical misconception. It is this l... Read More about Using e-assessment to address mathematical misconceptions in engineering students.

Diagnostic tool and online resource providing mathematics support for non-specialists (2019)
Conference Proceeding
Henderson, K., Gwynllyw, R., Walsh, E., Haslam, O., O'Flynn, P., Elvidge, D., & Golden, K. (2019). Diagnostic tool and online resource providing mathematics support for non-specialists. In ICERI2019 Proceedings (7756-7764). https://doi.org/10.21125/iceri.2019

We report on the development of a diagnostic tool to provide support for non-mathematics students. This tool has been designed to aid the transition onto university courses where mathematics is required during the course, but is not a pre-requisite.... Read More about Diagnostic tool and online resource providing mathematics support for non-specialists.

In-class e-testing of statistics in a large cohort of diverse ability (2018)
Presentation / Conference
Weir, I., Gwynllyw, R., & Henderson, K. (2018, September). In-class e-testing of statistics in a large cohort of diverse ability. Paper presented at 12th International Symposium on Advances in Technology Education Nurturing Professionals for Smart Cities: Way Forward for Technology Education, Hong Kong

We report on our experience of running in-class e-Tests for a new Level 1 Business Decision Making module taken by 800 Business School students at the University of the West of England (UWE Bristol). The module comprises a one semester course coverin... Read More about In-class e-testing of statistics in a large cohort of diverse ability.

Use of technology enhanced teaching rooms to support flipped teaching (2018)
Presentation / Conference
Henderson, K., Hobbs, C., & Gwynllyw, R. (2018, September). Use of technology enhanced teaching rooms to support flipped teaching. Paper presented at 12th International Symposium on Advances in Technology Education Nurturing Professionals for Smart Cities: Way Forward for Technology Education, Hong Kong

In this paper we report on our experiences of flipping the classroom for three modules delivered to first and second year Mathematics students at the University of the West of England, Bristol. In particular we focus on how using collaborative teach... Read More about Use of technology enhanced teaching rooms to support flipped teaching.

Employability sessions for Mathematics students (2017)
Book Chapter
Henderson, K., Hooper, A., Line, T., & Fowles-Sweet, W. (2017). Employability sessions for Mathematics students. In P. rowlett, & J. waldock (Eds.), Employability development for HE mathematics and statistics. sigma

We present details of the graduate development and careers support sessions provided for students on our Mathematics based programmes. The schedule described below was introduced four years ago and was set up in order to better prepare our students... Read More about Employability sessions for Mathematics students.

Evaluation of flipped teaching (2017)
Presentation / Conference
Henderson, K., Hobbs, C., & Last, K. (2017, July). Evaluation of flipped teaching. Paper presented at Mathematics Education beyond 16: Pathways and Transitions, Birmingham, England

We report on our evaluation of flipping the classroom for two modules: a compulsory first year calculus module and an optional second year coding theory module taken by Mathe-matics students at the University of the West of England, Bristol (UWE). F... Read More about Evaluation of flipped teaching.

Using e-assessment to support flipped-style teaching (2017)
Journal Article
Henderson, K. (2017). Using e-assessment to support flipped-style teaching. MSOR Connections, 15(2), 34-41

We show how weekly formative e-assessments are used to support flipped-style teaching of a module delivered to all first year Mathematics students at the University of the West of England, Bristol (UWE). The flip lecture approach places students at t... Read More about Using e-assessment to support flipped-style teaching.

Using DEWIS and R for multi-staged statistics e-Assessments (2016)
Journal Article
Henderson, K. L., Weir, I. S., Rhys Gwynllyw, D., Gwynllyw, R., Weir, I., & Henderson, K. (2016). Using DEWIS and R for multi-staged statistics e-Assessments. Teaching Mathematics and its Applications, 35(1), 14-26. https://doi.org/10.1093/teamat/hrv018

© The Author 2015. We demonstrate how the DEWIS e-Assessment system may use embedded R code to facilitate the assessment of students' ability to perform involved statistical analyses. The R code has been written to emulate SPSS output and thus the st... Read More about Using DEWIS and R for multi-staged statistics e-Assessments.

Creating statistics e-assessments using Dewis with embedded R code (2016)
Journal Article
Weir, I., Gwynllyw, R., & Henderson, K. (2017). Creating statistics e-assessments using Dewis with embedded R code. MSOR Connections, 15(2), 51-59

We report on the creation of statistics e-assessments using the Dewis system with embedded R code. Dewis is a fully algorithmic open-source e-assessment system designed and developed at the University of the West of England, Bristol (UWE). Dewis’ abi... Read More about Creating statistics e-assessments using Dewis with embedded R code.

Using electronic exams to provide engineering mathematics students with rapid feedback (2016)
Book Chapter
Henderson, K., Gwynllyw, R., & Hooper, A. (2016). Using electronic exams to provide engineering mathematics students with rapid feedback. In D. Velichova, T. Gustafsson, U. Dinger, & B. Alpers (Eds.), The 18th SEFI Mathematics Working Group Seminar on Mathematics in Engineering Education Proceedings (105-111). SEFI European Society for Engineering Education

With increased sophistication and capabilities of e-Assessment systems it would seem that online examinations will become standard practice, particularly for numerate subjects, in the near future. We have gained valuable experience in this area thro... Read More about Using electronic exams to provide engineering mathematics students with rapid feedback.

Using e-assessment to improve numeracy in pre-registration nurses and midwives (2015)
Book Chapter
Henderson, K., Gwynllyw, R., & Summers, N. (2015). Using e-assessment to improve numeracy in pre-registration nurses and midwives. In IATED (Ed.), Edulearn15 Proceedings. IATED

Numeracy is a core requirement for all pre-registration nursing programmes studying in the U.K. At present each nursing discipline at the University of the West of England, Bristol provides their students with a numeracy booklet which they are expect... Read More about Using e-assessment to improve numeracy in pre-registration nurses and midwives.

Using technology to inspire and enhance the learning of statistics in a large cohort of diverse ability (2015)
Book Chapter
Weir, I., Gwynllyw, R., & Henderson, K. (2015). Using technology to inspire and enhance the learning of statistics in a large cohort of diverse ability. In IATED (Ed.), Edulearn15 Proceedings. IATED

In this paper we illustrate how we have used technology to teach and efficiently assess statistics within a Level 2 research skills module delivered to Business School students. The student cohort was a large diverse group of non-mathematicians and t... Read More about Using technology to inspire and enhance the learning of statistics in a large cohort of diverse ability.

Using e-assessment to promote engagement in engineering mathematics (2015)
Book Chapter
Henderson, K., Gwynllyw, R., Hooper, A. P., & Palipana, A. (2015). Using e-assessment to promote engagement in engineering mathematics. In M. A. Hersh, & M. Kotecha (Eds.), Conference Proceedings - IMA International Conference on Barriers and Enablers to Learning Maths: Enhancing Learning and Teaching for All Learners. IMA

The number of engineering students at the University of the West of England has increased substantially over the last few years and this has in part led to challenges in the delivery and monitoring of students taking the Engineering Mathematics modul... Read More about Using e-assessment to promote engagement in engineering mathematics.

Diagnosing student errors in e-Assessment questions (2015)
Journal Article
Henderson, K. L., Rhys Gwynllyw, D., Walker, P., Gwynllyw, R., & Henderson, K. (2015). Diagnosing student errors in e-Assessment questions. Teaching Mathematics and its Applications, 34(3), 160-170. https://doi.org/10.1093/teamat/hrv010

© The Author 2015. We demonstrate how the re-marker and reporter facility of the DEWIS e-Assessment system facilitates the capture, analysis and reporting of student errors using two case studies: logarithms and indices for first-year computing stude... Read More about Diagnosing student errors in e-Assessment questions.

Limiting behaviour of particles in Taylor-Couette flow (2010)
Journal Article
Henderson, K., & Gwynllyw, R. (2010). Limiting behaviour of particles in Taylor-Couette flow. Journal of Engineering Mathematics, 67(1), 85-94. https://doi.org/10.1007/s10665-009-9321-z

Negatively buoyant inertial particles are tracked in a steady Taylor vortex background flow with gravity acting along the axis of the cylinders. Particles are found to either fall through the apparatus due to gravity or to be within retention zones.... Read More about Limiting behaviour of particles in Taylor-Couette flow.

Particle tracking in Taylor-Couette flow (2007)
Journal Article
Gwynllyw, D. R., Henderson, K., Gwynllyw, R., & Barenghi, C. F. (2007). Particle tracking in Taylor-Couette flow. European Journal of Mechanics - B/Fluids, 26(6), 738-748. https://doi.org/10.1016/j.euromechflu.2006.12.001

The paths of small inertial particles are computed in a steady Taylor vortex background flow. When buoyancy effects are neglected we find that particles denser than the background fluid tend to a limit orbit in the meridional plane. The difference in... Read More about Particle tracking in Taylor-Couette flow.

Transition from Ekman flow to Taylor vortex flow in superfluid helium (2004)
Journal Article
Barenghi, C. F., & Henderson, K. (2004). Transition from Ekman flow to Taylor vortex flow in superfluid helium. Journal of Fluid Mechanics, 508(508), 319-331. https://doi.org/10.1017/S0022112004009206

By numerically computing the steady axisymmetric flow of helium II confined inside a finite-aspect-ratio Couette annulus, we determine the transition from Ekman flow to Taylor vortex flow as a function of temperature and aspect ratio. We find that th... Read More about Transition from Ekman flow to Taylor vortex flow in superfluid helium.

Implications of Holm's finite temperature corrections to the HVBK equations (2004)
Journal Article
Henderson, K. L., & Barenghi, C. F. (2004). Implications of Holm's finite temperature corrections to the HVBK equations. Journal of Low Temperature Physics, 134(3-4), 959-972. https://doi.org/10.1023/B%3AJOLT.0000013211.05952.c4

The macroscopic equations used to model helium II are the Hall-Vinen-Bekharevich-Khalatnikov (HVBK) equations. Recently Holm suggested a finite-temperature adjustment to these equations, which effects the mutual friction parameters. In this paper we... Read More about Implications of Holm's finite temperature corrections to the HVBK equations.

The stability of a superfluid rotating jet (2002)
Journal Article
Henderson, K., & Barenghi, C. F. (2002). The stability of a superfluid rotating jet. Journal of Physics A: Mathematical and General, 35(45), 9645-9655. https://doi.org/10.1088/0305-4470/35/45/311

We consider the linear stability of a cylindrical rotating jet of pure superfluid held together by surface tension. A necessary and sufficient condition for stability to axisymmetric disturbances is derived which corresponds to that of a classical in... Read More about The stability of a superfluid rotating jet.

Collection of taxonomically classified mathematical common student errors in e assessments - (CSE Book)
Report
Sikurajapathi, I., Henderson, K., & Gwynllyw, R. Collection of taxonomically classified mathematical common student errors in e assessments - (CSE Book). UWE Bristol

This book presents Common Student Errors (CSEs) that have been made by first year students taking Engineering Mathematics e-examinations at the University of the West of England, Bristol (UWE Bristol). The CSEs presented in this document were collec... Read More about Collection of taxonomically classified mathematical common student errors in e assessments - (CSE Book).