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In this paper, we discuss the results of a staff survey on accessibility barriers to participation and success for disabled students in higher education in the UK and Ireland. We focus on the range and complexity of student difficulties encountered by staff involved either in the lecturing of mathematics or the provision of Mathematics Learning Support. We report on the range of supports available to both staff and students in these situations and their varying levels of awareness and implementation of these supports. We close with a brief overview of how we intend to use the results of this survey to both increase awareness of existing appropriate supports and develop additional services to improve student accessibility. [ABSTRACT FROM AUTHOR]

This study conducted at the Lebanese American University in spring 2018 reports on an inquiry-oriented differential equations class where the course curriculum falls within the realm of Realistic Mathematics Education. The focus of the study is on some curriculum tasks and how they assist students reinvent successfully key mathematical notions covered in most introductory differential equations courses. While the results show remarkable cognitive gains in understanding and thinking, reinventing knowledge was demanding and in some cases required the intervention of the instructor to control and lead the discussion. Results also show that the lack of appropriate mathematical knowledge was sometimes an obstacle for the reinvention process, and the traditional view of mathematical learning a hindrance for accepting that an inquiry-oriented approach can fulfil the course outcomes. [ABSTRACT FROM AUTHOR]