Journal Article

Lessons learnt and insights shared: The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) Case Studies Dialogue on teaching first-year mathematics in South Africa

Campbell, Anita, Mokhithi, Mashudu, Rzyankina, Ekaterina, George, Frikkie, Govender, Vasuthavan, Hove, Darlington, Padayachee, Pragashni, Krishnannair, Syamala, Mewalal, Narenee, Sango, Tatiana, Boshoff, Liezle, Steyn, Sanet, Shock, Jonathan

2025

Overview

The Diagnostic Mathematics Information for Student Retention and Success (DMISRS) project was a collaborative project focused on first-year mathematics, which drew together lecturers in South African higher education institutions and other related organisations. Various themes were explored during the annual DMISRS symposia from 2018 to 2022. The project’s culmination was a final DMISRS symposium held in November 2023, which focused on the case studies that examine the sub-projects that have emerged over the years. The symposia have tackled critical themes, including collaborative practices and courses that influence graduation rates, the psychological well-being of students, and innovative solutions in first-year mathematics, such as assessments, performance metrics, blended learning approaches and curriculum development. The case studies offer valuable narratives of day-to-day interactions, teaching and learning activities, and shared resources or practices in first-year mathematics education experiences. They showcase successes and delve into challenges and their corresponding solutions, providing practical insights that empower the community of practice across diverse higher education institutions and contexts. As a capstone to the DMISRS project’s final symposium, the DMISRS team invited those who contributed case studies to take part in a panel discussion, referred to as the “DMISRS Case Studies Dialogue”, on a range of topics, including their own experiences in setting up and implementing innovations or conducting investigations, and their reflections on the impact of and the legacy of the work done as part of this project. This paper captures that conversation as a dialogue among the contributors.

• Publisher: University of the Free State,University of the Free State, Faculty of Education
• Subject: Academic achievement / Addition & subtraction / Best Practices / Blended learning / Case studies / Collaboration / Communities of Practice / community of practice / COVID-19 / Curricula / Curriculum development / Curriculum Evaluation / Dialogue / DMISRS / Educational activities / Educational Assessment / Educational Experience / Educational Resources / Electronic Learning / first-year experience / Graduation Rate / Higher education / Innovations / Learning / Learning Activities / Mathematics / Mathematics Achievement / Mathematics Education / Mathematics Instruction / Mathematics Teachers / Online Courses / Psychological well being / Reflection / Retention / School Holding Power / Student Improvement / Student retention / Students / Success / Symposia / symposium / Teaching / teaching and learning / Technology Integration / Well being