Computer Science Students’ Perspectives on the Study of Mathematics

Abstract

In 2019, the Department of Mathematics and Statistics at Maynooth University commenced a project which sought to address, through the provision of mathematics learning supports, the issues of poor engagement and retention of computer science students studying mathematics. In this paper, we present preliminary engagement and performance data along with interviews conducted with eight students. We discuss how the quantitative data seemed to indicate that computer science students were engaging at similar levels to their peers, but several factors, including the quality of this engagement and their mathematical backgrounds may explain their poor exam performance. It also emerged that, while students were largely negative about their experiences in large lectures and their awareness of the relevance of mathematics to computer science, they were generally positive about smaller teaching situations such as tutorials, mathematics support drop-in and opportunities to work with their peers.