Key reports resources
Responding to the Mathematics Problem : The Implementation of Institutional Support Mechanisms
This volume arose from a conference, Addressing the Quantitative Skills Gap: Establishing and Sustaining Cross-Curricular Mathematical Support in Higher Education, held at the University of St Andrews in 2007. The aim of that conference, and of this volume of collected essays, is to explore the logistics and economics of establishing and sustaining institution-wide mathematics support provision. We explore a range models for delivering mathematical support accommodating an even wider range of budgets. Additionally, we identify how universities can call upon their maths support provision to demonstrate that they are addressing institutional agendas including quality enhancement, employability and skills, the first year experience, flexible delivery, retention, and the student learning experience. Looking to the future we note how mathematics support has broadened from its original focus on the STEM subjects and discuss how emerging technologies are being exploited for its provision.
Investigation of International Mathematics Cultures
Recruitment to post-graduate mathematics programmes and to lecturer positions in mathematics departments in UK universities has become dominated by international students and staff. Although mathematics is generally regarded as ‘the universal language’, the reality is that different countries have very different cultures when it comes to the teaching and learning of mathematics. There are significant variations in the pre-university mathematical experience, in terms of the curriculum content, learning styles, levels of abstraction, and assessment methods. Even within the UK, a considerable number of pre-higher education mathematics qualifications are available and, it is not always clear what mathematics can be expected when students commence their degree programmes. With increasing numbers of international students and academic staff in UK HE, the scene is becoming more complicated. Students enter degree courses with a wide range of backgrounds and bring with them very different experiences. At the same time, academic staff, having experienced different education systems, may have some unrealistic expectations from their students. With an HEA Teaching Development Grant (Individual Scheme 2012 -2013), this research by Aiping Xu, Coventry University has investigated the mathematical cultures of a range of the main international suppliers (of students and staff) to UK HE mathematics departments. Using semi-structured interviews and online questionnaires, personal experiences of academic staff who have studied or taught more than two educational systems have been drawn upon. Some examinations have also been studied in detail.
ROBBINS REVISITED - Bigger and Better Higher Education
A report by The Rt Hon. David Willetts MP, Minister for Universities and Science, revisiting issues in Higher Education first reported on by Robbins in 1963.
HE Mathematics Curriculum Summit
The HE Mathematics Curriculum Summit on 12 January 2011 brought together representatives of half of the mathematical sciences departments in England and Wales and the professional bodies for a day of debate and discussion on the state of HE mathematics course design and delivery. This report gives summaries of the debate, talks and discussions as well as a series of recommendations of current priorities for curriculum development in mathematical sciences. This report was edited by Peter Rowlett. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use but is freely available to UK universities for non-commerical educational use.