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

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

doi:10.38140/pie.v43i4.9203

Authors

Sanet Steyn University of Cape Town, South Africa https://orcid.org/0000-0001-8788-8206
Tatiana Sango University of Cape Town, South Africa https://orcid.org/0000-0001-7806-7457
Liezle Boshoff Cape Peninsula University of Technology, South Africa https://orcid.org/0000-0003-3037-5789
Anita Campbell University of Cape Town, South Africa https://orcid.org/0000-0003-4782-7323
Frikkie George Cape Peninsula University of Technology, South Africa https://orcid.org/0000-0002-1596-8028
Vasuthavan Govender Nelson Mandela University, South Africa https://orcid.org/0000-0001-8117-6355
Darlington Hove Mangosuthu University of Technology, South Africa https://orcid.org/0009-0003-7528-7333
Syamala Krishnannair University of Zululand, South Africa https://orcid.org/0000-0001-8532-5434
Narenee Mewalal Durban University of Technology, South Africa https://orcid.org/0000-0002-6039-5492
Mashudu Mokhithi University of Cape Town, South Africa https://orcid.org/0000-0001-9526-8250
Pragashni Padayachee University of Cape Town, South Africa https://orcid.org/0000-0001-9966-8171
Ekaterina Rzyankina Cape Peninsula University of Technology, South Africa https://orcid.org/0000-0003-1532-6559
Jonathan Shock University of Cape Town, South Africa https://orcid.org/0000-0003-3757-0376

DOI:

https://doi.org/10.38140/pie.v43i4.9203

Keywords:

DMISRS, symposium, dialogue, mathematics education, first-year experience

Abstract

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 workdone as part of this project.
This paper captures that conversation as a dialogue among the contributorsdone as part of this project. This paper captures that conversation as a dialogue among the contributors.