Dr Jinhua Mathias, PhD
(email at email@example.com)
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 a teaching fellow at Durham University Foundation centre.
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 also an enthusatic outreach officer, has been promoting the interest of mathematics in schools.
- British Society for Research into Learning Mathematics
- Institute of Mathematics and its Applications (IMA)
- Senior Fellow of the HEA
- Member of the Foundation Year Network
Selected Conference Talks and Workshops
‘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.
- 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. (2012). Breaking the silence in the classroom. InForm (9): 20-22.
- 2018: Laidlaw Undergraduate Research Scholarship Project Supervision - Mathematics self efficacy
- 2017: Enhancing the Student Learning Experience Award - Development of an open access pre-offer module for Foundation science students to support successful transition into Durham University (£4970)
- 2016: Enhancing the Student Learning Experience Award - Developing online subject specific learning resources for maths (£4200)
- 2015: Enhancing the Student Learning Experience Award - Developing online formative assessment to improve mature student mathematical competence (£5000)
- 2013: Enhancing the Student Learning Experience Award - Developing Peer Mentoring Scheme for successful transition (£5000)
- 2012: Enhancing the Student Learning Experience Award - Using screencasts to support foundation student learning of mathematics (£1640)