Guides & Case Studies resources

This sigma guide reviews published literature concerning the evaluation of mathematics support centres. There is a growing body of research studies, which have looked into a number of areas such as: the establishment of a MSC; the usage of MSCs and mechanisms for recording usage data; feedback from students and staff and ways to collect this; effects on achievement, pass rates and retention rates; and the prevalence of MSCs in the higher education sector. More recently researchers have begun to examine the effects of MSCs on undergraduatesâ?? mathematics learning experiences and mathematical confidence, and to address issues concerning students who are â??at riskâ?? or underachieving and not engaging with the facilities offered by their MSC. This report reviews and synthesises all the available published research evidence so that informed decisions can be made about the value of mathematics support activity and the targeting of future funding.

This is one of four "Getting started with ..." developed by Cheryl Voake-Jones and Emma Cliffe from the Mathematics Resources Centre at the University of Bath covering equations in Word. The resource includes an audio tutorial with transcript and associated files. These resources were developed with funding from sigma.

A second edition of the popular LTSN funded guide for those interested in the establishment and development of Mathematics Support Centres in universities and other institutes of higher education. Authors: Lawson, D., Croft, A.C. and Halpin, M.

This sigma guide reports on a survey conducted in 2012 to deteremine the number of UK universities that offer some form of mathemathics support and the nature of their provision.

A framework for discussing the location of a mathematics drop-in workshop by Ian beverage. Mathematics Support Newsletter, Issue 2, 1994.

This article by Ian Beveridge reports on a study which attempts to measure some of the benefits of the workshop for Access Numeracy Students. Mathematics Support Newsletter, Issue 2, 1994. This brief contribution from IAN BEVERIDGE (then of Luton University) is probably one of the first recorded notes which attempts to assess the effectiveness of a mathematics support centre (herein called a Workshop). It describes a workshop for access students, and its role in encouraging students to complete coursework assignments. It notes that a lower dropout rate is found in the subgroup of workshop attenders. However, it draws attentions to a perceived shortcoming which can result in creating and feeding dependency rather than independence amongst the students. The note can be found in the Mathematics Support Association Newsletter No.2 (1994) (now disbanded).

A review of MATHWISE Pre-Calculus and CALMAT.

At the Times Higher Awards ceremony on 24th November 2011, it was announced that Loughborough and Coventry Universities had won the award for Outstanding Support for Students, in recognition of the work of sigma, Centre for Excellence in University-wide mathematics and statistics support. Whilst sigma at Coventry and Loughborough Universities received the award, the real winner was mathematics and statistics support across the country. In this booklet, we outline how sigma's work has contributed to the growing recognition of the importance of mathematics and statistics support and to the development of a national and international community of practitioners. Authors : Ciaran Mac an Bhaird and Duncan Lawson

The Mathematics Support Centre at Coventry University (originally known as the BP Maths Centre) was established in 1991. The Centre aims to provide early identification of problems and on-going support for individual students. This is achieved through use of diagnostic testing, the provision of a wide range of resources and the availability of one-to-one assistance on drop-in basis. The Centre�?�¢??s website was launched in September 2000 to:

• extend the support provision to students who did not find it easy to visit the Centre (e.g. part-time students).
• provide access to a range of resources at times when the Centre is closed.
• deliver new support activities such as online practice tests and email questions.

Students on Engineering awards at UWE come from a range of academic backgrounds that include A2/AS-Level, B-TEC, Foundation year, overseas qualifications and mature students who in some cases are returning to education after an absence of over ten years. Ensuring that individuals from such a diverse population can develop the necessary mathematical skills and knowledge to cope with the demands of an Engineering award is clearly difficult. In this case study we describe the development of diagnostic testing at UWE and its role in a strategy for teaching mathematics to a large mixed ability group.

All students are assessed using a paper-based, but optically marked, written test of 12 multi-choice questions (MCQs). The test covers algebraic simplification, approximation, logs, trigonometry and calculus. It is based on a test developed at Coventry University. It is used to assess students' strengths upon entry.

The Summer School has operated on the same general principles since 1991. It helps prepare students for entry into programmes for which they have a conditional offer. It features tailored instruction, flexible attendance and delivery and continuous supportive feedback.

The Mathematics Summer School was run for the first time in September 2001, lasting one week immediately prior to the start of term. Many students admitted to courses in the School of Science and Technology are perceived to have major weaknesses in the type of fundamental algebra that underpins much of their analytical work, both in mathematics units per se and in other units. This development represents one strand of additional support given to such students; the fledgling Mathematics Support Unit can give such support as the course progresses. This initiative is not funded in any direct way and depends on the availability of already heavily committed staff.

A comprehensive collection of case studies, intended to assist you with the challenge of enhancing the basic mathematical skills of engineering or science students. These case studies focus particularly on embedding mathematics within the disciplines of engineering and science.

The Open Learning Resource Centre (OLRC) at the School of Computing and Mathematics, University of Huddersfield provides a quiet environment with seated study places for up to sixty students. The Centre originally operated from 8.30am to 4.30pm every day but that has now been extended to cater for the needs of part-time students. Every day a tutor provides a surgery on a one-to-one basis to answer questions posed in mathematics, statistics or operational research (MSOR). It was also commended by the QAA Visiting Panel during a recent Teaching Quality Assessment.

This is a publicity leaflet showing resources from statstutor (www.statstutor.ac.uk) that are available for statistics support for students and staff.

Mathematical Advice and Co-ordination Service (MACS) was established in 1995 within the Faculty of Mathematics to support students within their studies at the University and to help prepare them to go into the world. Funding was made available for an initial period of 3 years and was then continued on a year-to-year basis. The emphasis has changed over the years and most of the work is now linked to students�¢?? current problems but also includes help for those facing employers�¢?? tests at interview. The University accepted that the concept of student support offered in Mathematics needed to be extended into other areas and, through The Higher Education Funding Council for England (HEFCE), established the Student Advice Service (SAS). The SAS is now a permanent feature of the University serving any member of the student body (and indeed staff) who might benefit from what it offers. The remainder of this case study considers only the mathematical part of the SAS, though many of the comments apply to the other areas of the SAS (Academic English, Study Skills and ICT).

The Centre was established in 1996 within the Department of Mathematical Sciences in order to underpin the Department's service teaching commitment to engineering undergraduates. In the first instance funding had been made available through an internal university learning and teaching initiative for a period of two years. Because of its early successes the Centre became a permanent feature in 1998 and now serves any student in the university who might benefit from additional resources, over and above those normally provided, to help them in their learning of basic mathematical techniques.

The Study Support Centre (SSC), within the Robert Gordon University (RGU), aims to provide students with assistance in Mathematics, Writing & Communication skills, Information & Communication Technology applications, Statistics, Study Skills and support for dyslexic students. The SSC offers students independent assistance through individual and small group tuition outwith their normal programme of study, as well as Computer Assisted Learning (CAL) packages, specialist software for special needs students and text based self-learning materials. The SSC has created a basic mathematics diagnostic assessment, which we give to first year students in many Schools. Currently, in collaboration with the School of Engineering, an engineering principles diagnostic assessment is being designed and implemented.

Wider access students i.e. those people who have narrowly missed the entrance requirements, are given a chance to "topup" their mathematical knowledge before entering Napier University. They can study at their own pace over the summer vacation. There is regular communication with a university tutor and extra study sessions are held during August at the University.