In this article, we introduce the notion of a Chatterjea-type cyclic weakly contraction and deriv... more In this article, we introduce the notion of a Chatterjea-type cyclic weakly contraction and derive the existence of a fixed point for such mappings in the setup of complete metric spaces. Our result extends and improves some fixed point theorems in the literature. Example is given to support the usability of the result.
In this study, we investigate prediction methods for an early warning system for a large STEM und... more In this study, we investigate prediction methods for an early warning system for a large STEM undergraduate course. Recent studies have provided evidence in favour of adopting early warning systems as a means of identifying at-risk students. Many of these early warning systems rely on data from students' engagement with Learning Management Systems (LMSs). Our study examines eight prediction methods, and investigates the optimal time in a course to apply an early warning system. We present findings from a statistics university course which has a large proportion of resources on the LMS Blackboard and weekly continuous assessment. We identify weeks 5-6 of our course (half way through the semester) as an optimal time to implement an early warning system, as it allows time for the students to make changes to their study patterns whilst retaining reasonable prediction accuracy. Using detailed (fine-grained) variables, clustering and our final prediction method of BART (Bayesian Additive Regressive Trees) we are able to predict students' final grade by week 6 based on mean absolute error (MAE) to 6.5 percentage points. We provide our R code for implementation of the prediction methods used in a GitHub repository.
Zenodo (CERN European Organization for Nuclear Research), Oct 11, 2019
The "flipped classroom" model is being implemented in educational settings internationally. In th... more The "flipped classroom" model is being implemented in educational settings internationally. In this model, the in-class and out-of-class activities of the traditional classroom are "flipped"students might watch videos out of class, and work on tasks in class. Despite its popularity, research is mainly focused at higher education, and little is done in the Irish context. In this study, through one-to-one interviews with six post-primary teachers who have flipped their mathematics classrooms, we explore their initial motivations for doing so, and examine what motivates them to continue or discontinue the practice. Anticipated benefits, external factors, and being inspired by another, were given as motivations for initially flipping, while an improved classroom culture and perceived pedagogical benefits were reasons given for continuing the practice. Lack of time was a factor in teachers' decisions to discontinue. For the four who continue to "flip", their practice has evolved in a number of ways: a transition from using others' videos to making one's own; a decrease in frequency of flipping; and, an increase in the use of active learning in class. The teachers express a desire to belong to community of flipped classroom practitioners, in order to share experiences and resources, particularly mathematical tasks.
Existence principles are presented which guarantee the existence of a continuous periodic or cont... more Existence principles are presented which guarantee the existence of a continuous periodic or continuous almost periodic solution y of the nonlinear Fredholm integral equation: yt ht s ktY sf sY ys dsY t P sX
Our study is based on data collected from interviews with seven students from a second-year Analy... more Our study is based on data collected from interviews with seven students from a second-year Analysis course in University College Dublin. During the interviews, students were given statements about concepts from Analysis and were asked to say whether the statements were “True” or “False” and to verify their answers. One aim of the study was to determine whether the students took a semantic or syntactic approach when determining the validity of the statements, and to observe whether they could switch flexibly between approaches if necessary. Our work is based on the studies of Alcock and Weber where they explore in detail the notions of semantic and syntactic approaches to proving.
In this study, we investigate prediction methods for an early warning system for a large STEM und... more In this study, we investigate prediction methods for an early warning system for a large STEM undergraduate course. Recent studies have provided evidence in favour of adopting early warning systems as a means of identifying at-risk students. Many of these early warning systems rely on data from students' engagement with Learning Management Systems (LMSs). Our study examines eight prediction methods, and investigates the optimal time in a course to apply an early warning system. We present findings from a statistics university course which has a large proportion of resources on the LMS Blackboard and weekly continuous assessment. We identify weeks 5-6 of our course (half way through the semester) as an optimal time to implement an early warning system, as it allows time for the students to make changes to their study patterns whilst retaining reasonable prediction accuracy. Using detailed (fine-grained) variables, clustering and our final prediction method of BART (Bayesian Additive Regressive Trees) we are able to predict students' final grade by week 6 based on mean absolute error (MAE) to 6.5 percentage points. We provide our R code for implementation of the prediction methods used in a GitHub repository.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017
We report on a study aimed at examining the ways in which lecturers of large mathematics classes ... more We report on a study aimed at examining the ways in which lecturers of large mathematics classes receive and use feedback from their students, with a particular focus on how they use feedback received via the Maths Support Centre (MSC). Three separate interviews with each of thirteen lecturing staff over the course of one semester were conducted. We discuss the ways in which these lecturers receive and use ten modes of feedback from their students and examine where the feedback received by the MSC sits in the general context of this feedback. We conclude that MSC feedback is one of the most valuable to lecturers and state the reasons given for such a claim.
PME42 the 42nd annual meeting of the International Group for the Psychology of Mathematics Educat... more PME42 the 42nd annual meeting of the International Group for the Psychology of Mathematics Education (IGPME), Umea, Sweden, 3-8 July 2018
In this chapter, a Nonlinear Alternative of Leray-Schauder type will be used to establish an exis... more In this chapter, a Nonlinear Alternative of Leray-Schauder type will be used to establish an existence principle for the operator equation $$ \left\{ {\begin{array}{*{20}c} {y'(t) = V{\rm{ y(t)}}} \\ {y(0) = y_{0'} } \\\end{array}} \right. $$ (2.1.1) on both the compact interval [0, T], and the half-open interval [0, T]. Various cases of the operator V will be discussed. In particular we consider cases when V is composed of either Fredholm or Volterra integral operators, which when coupled with (2.1.1), provide us with existence principles for Fredholm and Volterra integrodifferential equations.
Silibinin upregulates the expression of cyclin-dependent kinase inhibitors and causes cell cycle ... more Silibinin upregulates the expression of cyclin-dependent kinase inhibitors and causes cell cycle arrest and apoptosis in human colon carcinoma HT-29 cells.
In this article, we introduce the notion of a Chatterjea-type cyclic weakly contraction and deriv... more In this article, we introduce the notion of a Chatterjea-type cyclic weakly contraction and derive the existence of a fixed point for such mappings in the setup of complete metric spaces. Our result extends and improves some fixed point theorems in the literature. Example is given to support the usability of the result.
In this study, we investigate prediction methods for an early warning system for a large STEM und... more In this study, we investigate prediction methods for an early warning system for a large STEM undergraduate course. Recent studies have provided evidence in favour of adopting early warning systems as a means of identifying at-risk students. Many of these early warning systems rely on data from students' engagement with Learning Management Systems (LMSs). Our study examines eight prediction methods, and investigates the optimal time in a course to apply an early warning system. We present findings from a statistics university course which has a large proportion of resources on the LMS Blackboard and weekly continuous assessment. We identify weeks 5-6 of our course (half way through the semester) as an optimal time to implement an early warning system, as it allows time for the students to make changes to their study patterns whilst retaining reasonable prediction accuracy. Using detailed (fine-grained) variables, clustering and our final prediction method of BART (Bayesian Additive Regressive Trees) we are able to predict students' final grade by week 6 based on mean absolute error (MAE) to 6.5 percentage points. We provide our R code for implementation of the prediction methods used in a GitHub repository.
Zenodo (CERN European Organization for Nuclear Research), Oct 11, 2019
The "flipped classroom" model is being implemented in educational settings internationally. In th... more The "flipped classroom" model is being implemented in educational settings internationally. In this model, the in-class and out-of-class activities of the traditional classroom are "flipped"students might watch videos out of class, and work on tasks in class. Despite its popularity, research is mainly focused at higher education, and little is done in the Irish context. In this study, through one-to-one interviews with six post-primary teachers who have flipped their mathematics classrooms, we explore their initial motivations for doing so, and examine what motivates them to continue or discontinue the practice. Anticipated benefits, external factors, and being inspired by another, were given as motivations for initially flipping, while an improved classroom culture and perceived pedagogical benefits were reasons given for continuing the practice. Lack of time was a factor in teachers' decisions to discontinue. For the four who continue to "flip", their practice has evolved in a number of ways: a transition from using others' videos to making one's own; a decrease in frequency of flipping; and, an increase in the use of active learning in class. The teachers express a desire to belong to community of flipped classroom practitioners, in order to share experiences and resources, particularly mathematical tasks.
Existence principles are presented which guarantee the existence of a continuous periodic or cont... more Existence principles are presented which guarantee the existence of a continuous periodic or continuous almost periodic solution y of the nonlinear Fredholm integral equation: yt ht s ktY sf sY ys dsY t P sX
Our study is based on data collected from interviews with seven students from a second-year Analy... more Our study is based on data collected from interviews with seven students from a second-year Analysis course in University College Dublin. During the interviews, students were given statements about concepts from Analysis and were asked to say whether the statements were “True” or “False” and to verify their answers. One aim of the study was to determine whether the students took a semantic or syntactic approach when determining the validity of the statements, and to observe whether they could switch flexibly between approaches if necessary. Our work is based on the studies of Alcock and Weber where they explore in detail the notions of semantic and syntactic approaches to proving.
In this study, we investigate prediction methods for an early warning system for a large STEM und... more In this study, we investigate prediction methods for an early warning system for a large STEM undergraduate course. Recent studies have provided evidence in favour of adopting early warning systems as a means of identifying at-risk students. Many of these early warning systems rely on data from students' engagement with Learning Management Systems (LMSs). Our study examines eight prediction methods, and investigates the optimal time in a course to apply an early warning system. We present findings from a statistics university course which has a large proportion of resources on the LMS Blackboard and weekly continuous assessment. We identify weeks 5-6 of our course (half way through the semester) as an optimal time to implement an early warning system, as it allows time for the students to make changes to their study patterns whilst retaining reasonable prediction accuracy. Using detailed (fine-grained) variables, clustering and our final prediction method of BART (Bayesian Additive Regressive Trees) we are able to predict students' final grade by week 6 based on mean absolute error (MAE) to 6.5 percentage points. We provide our R code for implementation of the prediction methods used in a GitHub repository.
HAL (Le Centre pour la Communication Scientifique Directe), Feb 1, 2017
We report on a study aimed at examining the ways in which lecturers of large mathematics classes ... more We report on a study aimed at examining the ways in which lecturers of large mathematics classes receive and use feedback from their students, with a particular focus on how they use feedback received via the Maths Support Centre (MSC). Three separate interviews with each of thirteen lecturing staff over the course of one semester were conducted. We discuss the ways in which these lecturers receive and use ten modes of feedback from their students and examine where the feedback received by the MSC sits in the general context of this feedback. We conclude that MSC feedback is one of the most valuable to lecturers and state the reasons given for such a claim.
PME42 the 42nd annual meeting of the International Group for the Psychology of Mathematics Educat... more PME42 the 42nd annual meeting of the International Group for the Psychology of Mathematics Education (IGPME), Umea, Sweden, 3-8 July 2018
In this chapter, a Nonlinear Alternative of Leray-Schauder type will be used to establish an exis... more In this chapter, a Nonlinear Alternative of Leray-Schauder type will be used to establish an existence principle for the operator equation $$ \left\{ {\begin{array}{*{20}c} {y'(t) = V{\rm{ y(t)}}} \\ {y(0) = y_{0'} } \\\end{array}} \right. $$ (2.1.1) on both the compact interval [0, T], and the half-open interval [0, T]. Various cases of the operator V will be discussed. In particular we consider cases when V is composed of either Fredholm or Volterra integral operators, which when coupled with (2.1.1), provide us with existence principles for Fredholm and Volterra integrodifferential equations.
Silibinin upregulates the expression of cyclin-dependent kinase inhibitors and causes cell cycle ... more Silibinin upregulates the expression of cyclin-dependent kinase inhibitors and causes cell cycle arrest and apoptosis in human colon carcinoma HT-29 cells.
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Papers by Maria Meehan