Eabhnat Ní Fhloinn
Biographic Data
| ID | 9607759 |
|---|---|
| NAME | Eabhnat Ní Fhloinn |
| GIVEN NAMES | Eabhnat Ní |
| FAMILY NAME | Fhloinn |
| SIGNATURE | FHLOINN E N |
| AFFILIATIONS | Dublin City University |
| ORCID | 0000-0002-3840-2115 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
The Impact of the Covid-19 Pandemic upon Mathematics Assessment in Higher Education
Historically, the assessment of mathematics in higher education comprised closed-book, summative, proctored examinations. Related disciplines and subjects like statistics, mathematics education, and the history of mathematics lend themselves to a broader range of assessment techniques that have been reported to provide a more balanced picture of students’ abilities. In 2020, an online environment for the teaching and learning of mathematics was i…
TeRMEd
In this paper, we describe a classification framework which we developed and that practitioners find useful and usable in the design and evaluation of technology-enhanced resources and that incorporates factors which impact on student engagement with such resources. The classifications in the TeRMEd framework were derived from an evaluation of technology-enhanced resources, trialed within non-specialist first-year undergraduate mathematics module…
The cops model for collaborative problem-solving in mathematics
While the importance of collaborative problem-solving has been highlighted as an important skill by the OECD (Organisation for Economic Co-operation and Development), no specific model exists for mathematics facilitators to implement when engaging their students in group problem-solving. In this paper, we introduce the CoPs model for Collaborative Problem-solving in mathematics, a structured approach to facilitating group-work of this kind. We ou…
Mathematics Lecturers’ Views on the Student Experience of Emergency Remote Teaching Due to Covid-19
Due to the COVID-19 pandemic, university closures were commonplace worldwide from March 2020, meaning that lecturers and students had to adapt to emergency remote teaching with little or no notice. In this paper, we report upon the results of an online survey undertaken with university mathematics lecturers during May–June 2020. There were 257 respondents from 29 countries who gave their reactions to emergency remote teaching due to the COVID-19 …
Alternative mathematics assessment during university closures due to Covid-19
Summative and formative assessment are a core part of the teaching and learning process. A broad range of assessment methods is desirable to give a true measure of students’ understanding and progress. However, research indicates that proctored, closed-book, summative assessments are traditionally favoured by university mathematics lecturers. In March 2020, assessment practices had to be abruptly reconsidered by the majority, midway through semes…
No prominent works on this page.
Alternative mathematics assessment during university closures due to Covid-19
Summative and formative assessment are a core part of the teaching and learning process. A broad range of assessment methods is desirable to give a true measure of students’ understanding and progress. However, research indicates that proctored, closed-book, summative assessments are traditionally favoured by university mathematics lecturers. In March 2020, assessment practices had to be abruptly reconsidered by the majority, midway through semes…
Mathematics Lecturers’ Views on the Student Experience of Emergency Remote Teaching Due to Covid-19
Due to the COVID-19 pandemic, university closures were commonplace worldwide from March 2020, meaning that lecturers and students had to adapt to emergency remote teaching with little or no notice. In this paper, we report upon the results of an online survey undertaken with university mathematics lecturers during May–June 2020. There were 257 respondents from 29 countries who gave their reactions to emergency remote teaching due to the COVID-19 …
The cops model for collaborative problem-solving in mathematics
While the importance of collaborative problem-solving has been highlighted as an important skill by the OECD (Organisation for Economic Co-operation and Development), no specific model exists for mathematics facilitators to implement when engaging their students in group problem-solving. In this paper, we introduce the CoPs model for Collaborative Problem-solving in mathematics, a structured approach to facilitating group-work of this kind. We ou…
The Impact of the Covid-19 Pandemic upon Mathematics Assessment in Higher Education
Historically, the assessment of mathematics in higher education comprised closed-book, summative, proctored examinations. Related disciplines and subjects like statistics, mathematics education, and the history of mathematics lend themselves to a broader range of assessment techniques that have been reported to provide a more balanced picture of students’ abilities. In 2020, an online environment for the teaching and learning of mathematics was i…
TeRMEd
In this paper, we describe a classification framework which we developed and that practitioners find useful and usable in the design and evaluation of technology-enhanced resources and that incorporates factors which impact on student engagement with such resources. The classifications in the TeRMEd framework were derived from an evaluation of technology-enhanced resources, trialed within non-specialist first-year undergraduate mathematics module…
Mathematics education (5 works) · Psychology (4 works) · Computer Science (3 works) · Medicine (3 works) · Pandemic (3 works) · Political science (3 works) · Education and Critical Thinking Development (2 works) · Engineering (2 works) · Mathematics Education and Programs (2 works) · Medical education (2 works)