Staff profile

• International education, International students' adjustment, Mathemtics education for mature learners
• Math anxiety

Chapter in book

• 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. Widening participation, higher education and non-traditional students. . Palgrave Macmillan

Journal Article

• Mathias, J. (online). Peer mentoring of international Foundation students
• Mathias, J., Saville, C., & Leech, S. (2024). Engaging non-mathematics students in mathematics learning through collaborative teaching. Teaching Mathematics and its Applications: An International Journal of the IMA, 43(1), 67–80. https://doi.org/10.1093/teamat/hrad003
• Mathias, J., Walczak, I., & Leech, S. (2023). Widening participation students’ experience and perception of flipped learning statistics compared with traditional teaching in higher education. MSOR Connections, 21(2), 4-14. https://doi.org/10.21100/msor.v21i2.1390
• Mathias, J., & Staddon, R. V. (2023). Why Didn't the Pre-Arrival Intervention to Combat Maths Anxiety Work?. Journal of the Foundation Year Network, 6, 99-112
• Moreton, I., Newton, D., Newton, L., & 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. https://doi.org/10.5456/wpll.19.3.64
• Mathias, J., & Newton, D. (2017). Deep and shallow approaches to learning mathematics are not mutually exclusive. Research in Mathematics Education, 19(1), https://doi.org/10.1080/14794802.2017.1290543
• Mathias, J., Bruce, M., & Newton, D. (2013). Challenging the Western stereotype: Do Chinese International Foundation students learn by rote?. Research in Post-Compulsory Education, 18(3), 221-238. https://doi.org/10.1080/13596748.2013.819257

Other (Print)

• Mathias, J. (2012). Breaking the silence in the classroom