# JACKIE NICHOLAS

BSc MSc *Hull*

DipLaw *LPAB* GradDipLegalPrac *College of Law*

Senior Lecturer and Head, Mathematics Learning Centre

I joined the staff of the Mathematics Learning Centre in 1989, and was appointed to head the Centre in 1991. I teach students enrolled in a wide range of units of study in mathematics and statistics, but I specialise in teaching calculus to students who have not studied calculus before, business and economic statistics and biostatistics.

My research investigates how mathematics and statistics is learned at university level.

# Publications and Scholarly Work

## 2015

### Journal article/s

- Gordon, S. & Nicholas, J. (2015). What do bridging students understand by 'assumed knowledge' in mathematics?
*International Journal of Innovation in Science and Mathematics Education*, 23(1), 10-20. - Nicholas, J., Poladian, L., Mack, J. & Wilson, R. (2015). Mathematics preparation for university: entry, pathways and impact on performance in first year science and mathematics subjects.
*International Journal of Innovation in Science and Mathematics Education*, 23(1), 37-51.

### Unreferred journal article (C3)

Nicholas, J. & Rylands, L. (2015). HSC mathematics choices and consequences for students coming to university without adequate mathematics preparation, *Reflections*, 40(1), 2-7.

## 2013

### Journal article/s

- Gordon, S. & Nicholas, J. (2013). Prior decisions and experiences about mathematics of students in bridging courses.
*International Journal of Mathematical Education in Science and Technology*, 44 (7) 1081-1091. Online at http://dx.doi.org/10.1080/0020739X.2013.823249 - Gordon, S. & Nicholas, J. (2013). Students' conceptions of mathematics bridging courses.
*Journal of Further and Higher Education*, 37(1), 109-125. Online at http://dx.doi.org/10.1080/0309877X.2011.644779

### Refereed conference paper/s

- Poladian, L. & Nicholas, J. (2013). Mathematics bridging courses and success in first year calculus.
*Proceedings of the 9th Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics*, (pp. 150-159), 24-29 November, Kiama, Australia.

## 2012

### Refereed conference paper/s

- Gordon, S. & Nicholas, J. (2012). Measuring the impact of early mathematics support for students enrolled in an introductory calculus unit of study. In M. Sharma & A. Young (Eds.)
*Proceedings of the Australian Conference on Science & Mathematics Education (18th Annual UniServe Science Conference - Teaching and Learning Standards: What does a standard mean to you)*(pp 99-104), University of Sydney, 26 Sept to 28 Sept 2012.

## 2011

### Refereed conference paper/s

- Gordon, S. & Nicholas, J. (2011). Challenges and responses: lessons from students in mathematics bridging courses.
*Proceedings of the 8th Delta Conference on the Teaching and Learning of Undergraduate Mathematics and Statistics*(pp 111-119), 27 November – 2 December, Rotorua, New Zealand.

## 2010

### Journal article/s

- Gordon, S. & Nicholas, J. (2010). Teaching with examples and statistical literacy: views from teachers in statistics service courses.
*International Journal of Innovation in Science and Mathematics Education*, 18(1), 14-25. Online at http://escholarship.library.usyd.edu.au/journals/index.php/CAL/article/viewFile/3527/5424

### Refereed conference paper/s

- Gordon, S. & Nicholas, J. (2010). Teachers' reflections on the challenges of teaching mathematics bridging courses. In M. D. Sharma (Ed.)
*Proceedings of the 16th UniServe Science Annual Conference - Creating ACTIVE Minds in our Science and Mathematics Students*(pp 35-40), University of Sydney, 29 Sept to 1 Oct 2010. Online at http://escholarship.library.usyd.edu.au/journals/index.php/IISME/article/viewFile/4671/5471

## Other journal articles

- Cooper, I., Frommer, M., Gordon, S. & Nicholas, J. (2002). University teachers’ conceptions of memorising in learning science.
*Higher Education Research & Development*, 21 (3), 305-321. - Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1998). University mathematics students’ conceptions of mathematics.
*Studies in Higher Education*, 23(1), 87-94. - Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1998). Qualitatively different experiences of learning mathematics at university.
*Learning and Instruction*, 8(5), 455-468. - Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1994). Conceptions of mathematics and how it is learned: The perspectives of students entering university,
*Learning and Instruction*, 4, 331-345. - Nicholas, S. & Nicholas, J. (1992). Male literacy, “deskilling,” and the industrial revolution.
*Journal of Interdisciplinary History*, 13 (1), 1-18.

## Other refereed conference proceedings

- Cooper, I., Frommer, M., Gordon S. & Nicholas, J. (2001). University teachers’ perceptions of the role of memorising in learning science. In Schuck, S. & Segal, G. (Eds.)
*Proceedings of the Change in Education Research Group (CERG) Conference: Is Education Y2K Compliant?*Sydney: University of Technology, Sydney. - Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1995). Patterns of meaning of students’ mathematical experiences at university. In B. Atweh & S. Flavel (Eds.),
*Proceedings of the Eighteenth Annual Conference of the Mathematics Education Research Group of Australasia*, (pp. 203-209). Darwin: Mathematics Education Research Group of Australasia. - Crawford, K., Gordon, S., Nicholas, J. & Prosser, M. (1994). Students’ reports of their learning about functions. In J. da Pont & J. Matos (Eds.),
*Proceedings of the Eighteenth Conference of the International Group for the Psychology of Mathematics Education*, (Vol. 2, pp. 233-239). Lisbon: University of Lisbon. - Crawford, K., Gordon, S., Nicholas, J., & Prosser, M. (1993). Learning mathematics at university level: Initial conceptions of mathematics. In B. Atweh, C. Kanes, M. Carss, & G. Booker (Eds.),
*Proceedings of the Sixteenth Annual Conference of the Mathematical Education Research Group of Australasia*, (pp. 209-214). Brisbane: Mathematics Education Research Group of Australasia. - Gordon, S. & Nicholas, J. (2009). Using examples to promote statistical literacy. In A. Hugman (Ed.),
*Uniserve Science - Motivating Science Undergraduates: Ideas and interventions*(pp. 58–64). The University of Sydney, 1-2 October. - Gordon, S. & Nicholas, J. (2008). Why do statistics educators use examples to teach statistics? In MacGillivray, H. (Ed.),
*Proceedings of the 6th Australian Conference on Teaching Statistics (OZCOTS, 2008)*(pp 97-103), Melbourne: OZCOTS. - Gordon, S. & Nicholas, J. (2005). Three case studies on the role of memorising in learning and teaching mathematics. In Chick, H. L. & Vincent, J. L. (Eds.)
*Proceedings of the 29th Conference of the International Group for the Psychology of Mathematics Education*, Vol. 3, pp 57-64. Melbourne: PME. - Gordon, S., Nicholas, J., & Crawford, K. (1996). Psychology students’ conceptions of a statistics course. In L. Puig & A. Gutiérrez (Eds.),
*Proceedings of the 20th Conference of the International Group for the Psychology of Mathematics Education*, (Vol. 3, pp. 11-18). Valencia: Universitat de Valencia.

## Other conference presentations

- Nicholas J (2007). The Mathematics Learning Centre at the University of Sydney: Issues, successes and failures.
*Paper presented at the Carrick Symposium on Learning Support in Mathematics and Statistics*, Brisbane, Australia, July 2007. - Gordon, S. & Nicholas, J. (2002). Phenomenography and Activity Theory: Do they fit?
*Paper presented at the tenth annual symposium: Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education*, Deakin University, Victoria, December 2002. - Cooper, I., Frommer, M., Gordon S. & Nicholas, J. (2001). University teachers’ perceptions of the role of memorising in learning science. In Schuck, S. & Segal, G. (Eds.)
*Proceedings of the Change in Education Research Group (CERG) Conference: Is Education Y2K Compliant?*Sydney: University of Technology, Sydney.