Current Staff Information
Dr Jinhua Mathias, PhD
(email at firstname.lastname@example.org)
Dr Jinhua Mathias completed PhD degree in Civil Engineering at University College London and followed this with PGCE qualification at Institute of Education. She has been a mathematics teacher at Farnborough Sixth Form College for five years and is currently teach mathematics and plays a leading role in Science Foundation Programme at DCAD.
Dr Mathias is active in scholarly research on Chinese International students adjustment in UK, and also interested in mature student's learning in mathematics. In the past years she has published papers related to the topics. She is a reviewer for Jounral of Further and Higher Education.
- British Society for Research into Learning Mathematics
- Senior Fellow of the HEA
- Member of the Foundation Year Network
- Network for excellence in mathematics and statistics support
Selected Conference Talks and Workshops
'Getting Them In and Getting Them Through: Selecting, Supporting and Mentoring Non-traditional Students for Success in HE STEM Disciplines.' at Advance HE STEM conference, Birmingham, 2019
‘Collaborative teaching of mathematics to non-mathematicians" at the HEA Continuing Excellence in Teaching and Learning in Mathematics, Statistics and Operational Research (CETL-MSOR) Conference, Glasgow University, 2018
'Does online assessment encourage surface learning?’ at the HEA Continuing Excellence in Teaching and Learning in Mathematics, Statistics and Operational Research (CETL-MSOR) Conference, Loughborough University, 2016
'Deep and Shallow approaches to learning mathematics are not mutually exclusive' British Society for Research into Learning Mathematics Conference, Loughborough University, June 2015. National Teaching Fellow conference, University College London, July 2016.
'Supporting Transition Through Peer Mentoring' International Enhancing Student Learning Through Innovative Scholarship Conference, Durham University, July 2015
'Interrelationships between Motivation, Resilience and Self-efficacy and their Contribution to Chinese International Foundation Students’ Academic Adjustment' Regional Teaching and Learning Conference, Durham University, April, 2014
'Change the landscape of teaching Maths' HEA conference, Coventry, September 2013
'Change the landscape of teaching mathematics using technology
– blended learning' Foundation Year Network, July 2013
'Breaking the Silence in the Classroom' Association for Languages and Intercultural Communication (IALIC), at Durham University, December, 2012
'Challenging the Western stereotype:
do Chinese international students learn by rote?' Foundation Year Network, July, 2012
'Challenging the Western Stereotype: do Chinese international Foundation students learn by rote?' Regional Teaching and Learning Conference, Northumbria University, April 2012.
- International education, International students' adjustment, Mathemtics education for mature learners
- Marshall, C., Nolan, S., Newton, D., Leech, S., Wren, G., Bruce, M., Rees, S., Wilson, J., Dodd, M., Mathias, J., Rushall, C., Moreton, I., Pearce, N. & Learmonth, S. (2016). Widening participation, higher education and non-traditional students. Palgrave Macmillan.
- Mathias, J. (2018). Peer mentoring of international Foundation students. InForm, a journal for international foundation programme professionals, (18): University of Reading.
- Jinhua Mathias & Douglas Newton (2017). Deep and shallow approaches to learning mathematics are not mutually exclusive. Research in Mathematics Education 19(1): 91.
- Moreton, I.S., Newton, D.P., Newton, L.D. & Mathias, J. (2017). The Selection of Potential Undergraduate Students who Lack Customary Academic Qualifications: is a toolkit possible?. Widening Participation and Lifelong Learning 19(3): 64-84.
- Mathias, J., Bruce, M. & Newton, D.P. (2013). Challenging the Western stereotype: Do Chinese International Foundation students learn by rote?. Research in Post-Compulsory Education 18(3): 221-238.
- Mathias, J. & (InForm,a jounral for international foundation programme professionals) (2012). Breaking the silence in the classroom. InForm (9): 20-22.