Teaching maths not using new-fangled methods – who would have thunk it could work?

Research output: A Conference proceeding or a Chapter in BookConference contributionpeer-review


Students entering the university sector are often expected to have a base level of mathematics appropriate for their areas of study. It is being found that there is a growing diversification of mathematical skills with a growing diverse range of students entering universities. However, there are very few studies that investigate how to efficiently and successfully improve the mathematical abilities of the Construction Management (CM) students, particularly when facing the challenge of growing diversification. The Building Construction Management degree in the case of the School of Design and Built Environment, Faculty of Arts and Design, University of Canberra is studied. A numerical-based questionnaire was employed to collect analysis data. Through an initial investigation, a trial was undertaken whereby we utilised traditional-type hands-on approaches to positively and evidentially develop and improve the core mathematical skills for a CM cohort. The content-driven teaching method and flipped classroom instruction model are employed to implement the hands-on activities. This work showed that we should also use the best fit for purpose approaches and not necessarily rely on the trending approach to learning.
Original languageEnglish
Title of host publicationAUBEA 2021: Construction Education – Live the Future
PublisherDeakin University
Number of pages9
Publication statusPublished - 2021
Event44th Australasian Universities Building Education Association (AUBEA 2021): Construction Education – Live the Future - Deakin University, Geelong, Australia
Duration: 27 Oct 202129 Oct 2021


Conference44th Australasian Universities Building Education Association (AUBEA 2021)
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