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biomathtutorbiomathtutor presents students with a filmed bioscience-based scenario and guides them through some of the mathematics they need to understand and grow confident and competent in using routinely. The case-study scenario, covering practical aspects of haematology and microbiology, is presented via a narrated film, 24 min in length, but divided up into short sections. The film tracks the diagnosis and treatment of a student with anaemia and a throat infection and links the clinical findings and diagnoses to 33 interactive questions and relevant maths tutorials. An additional 24 interactive questions cover the same range of basic mathematical concepts presented in similar biological contexts, with a view to reinforcing students' learning.
biomathtutor was developed by Vicki Tariq (University of Central Lancashire), John Heritage and Tom Roper (University of Leeds), Andrew Bond (University of Westminster), Mike Tribe (University of Sussex) and the EBS Trust. It was funded by HEFCE through its National Teaching Fellowship Scheme. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by EBS Trust 2006.
NOTE: This resource has been tested on a Windows platform with Internet Explorer. There are known problems with Firefox and/or Apple systems.
Peer Support in Mathematics at the University of LeicesterPeer Support (PS) has been running in the Department of Mathematics and Computer Science at the University of Leicester for the past 9 years. In this scheme students from the second and third years (called leaders from now on) help first year students in their efforts to assimilate first year material. The help occurs in small timetabled groups containing up to 8 or 10 first years and 2 to 4 leaders. In its first year the scheme had 6 second year leaders and now we have typically between 15 and 20 second and third year leaders.The number of first year students taking part in the scheme has also grown from about 10% of students in the early years to around 50% of students making some use of the scheme at some stage in the year.
Study Advice Services incorporating the Mathematical Advice and Co-ordination Service at The University of HullMathematical 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).
Vision for science and mathematics educationA report containing the Royal Society's Vision for science and mathematics education over the next 20 years. This includes a proposal for a broad and balanced curriculum, where young people study science and mathematics until 18 alongside arts, humanities and social sciences. The Royal Society Policy Centre report 01/14 issued June 2014 DES3090.
Developing the Interface between Engineering and Mathematics at Edinburgh UniversityA few years ago the department of mathematics at Edinburgh looked at the problem of interfacing between mathematics and engineering courses and came up with a system to enable greater student understanding. The implementation of this system and how it is helping students is reviewed in this case study.
Diagnostic Testing within Institutions - University of SussexFirst year students in mathematics have been tested at the University of Sussex over the past 25 years using a paper-based diagnostic test. The test has hardly changed during that time. The test and remedial measures are co-ordinated by a senior member of staff, but administered by two postgraduates.
Student Proctors: A Peer Support SystemThe date of the formal introduction of student proctors within the Faculty of Engineering and Information Sciences is unclear. However, we have certainly been using student proctors for more than ten years. The purpose is to offer students the opportunity to learn from their peers in a one-to-one situation. Within the Faculty three departments have a student proctor programme each of which runs in much the same way but with differences which reflect the different custom and practice of each department.
The Mathematics Learning Support Centre at Loughborough UniversityThe 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.
Using Computer Based Tests to allow Multiple Attempts at AssessmentComputer based assessment has been used at UWE for a number of years on certain modules run by the School of
Mathematical Sciences. In this case study we discuss the operation of the assessment for a first year engineering
mathematics module in which students are permitted multiple attempts and are allowed, within an specified period of time,
to choose when they take the assessment. Feedback from students has been highly positive about the assessment regime and our observation is that operating the tests in this way does encourage students to work steadily throughout the year.
Graduates' Views on the Undergraduate Mathematics CurriculumOver 400 mathematics graduates were surveyed 2.5 years after graduation. They were asked to reflect on the knowledge and skills they believed that they developed during their mathematical study, and to assess how useful these skills have been during their career to date. These data were benchmarked against an earlier survey of incoming undergraduates' expectations. This aimed to determine whether the higher education mathematics syllabus adequately prepares students for the workplace. This report provides context, describes and discusses the findings of this research. This report was written by Matthew Inglis, Tony Croft and Janette Matthews. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Use of Mathcad to Assist in the Teaching of Second Year Engineering MathematicsMathcad is used in all years of the engineering mathematics course to enable students of civil engineering to investigate real engineering problems which have no analytical solution but which illustrate important mathematical concepts. In the second year engineering mathematics course Mathcad is used to assist in the teaching of numerical solutions of second order boundary value differential equations. Comparisons are made between classical analytical solutions and the numerical solutions.
Diagnostic Testing and Student SupportStudents 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.
Measuring the effectiveness of a maths learning support centre - the DCU experienceThis research paper by Donal Dowling and Brien Nolan, Dublin City University, reports upon efforts to measure the effectiveness of the Maths Learning Centre at Dublin City University. It provides a model of measuring effectiveness which compares the pass rates of "at risk" students who did or did not visit the mathematics support centre. The model shows that in each of the two years studied the centre made a direct contribution to the success of approximately 11 students. The paper was presented at the CETL MSOR Conference in September 2006.
Tutoring in a Mathematics Support Centre - A Guide for Postgraduate Tutors (sigma)This sigma Guide is written for postgraduate students who are working in, or who want to work in, mathematics support centres. It distils the wisdom of seven people, who have many years of experience in mathematics education and in the work of support centres, into a practical resource for postgraduate students. In addition, it contains activities which can be used during training sessions to simulate working in a mathematics support centre. The guide is edited by Tony Croft and Michael Grove and authored by A.C.Croft, J.W.Gillard, M.J.Grove, J.Kyle, A.Owen, P.C.Samuels and R.H.Wilson.
Measuring the effectiveness of a maths learning support centre - the DCU experienceThis research paper by DONAL DOWLING and BRIEN NOLAN, Dublin City University, reports upon efforts to measure the effectiveness of the Maths Learning Centre at Dublin City University. It provides a model of measuring effectiveness which compares the pass rates of "at risk" students who did or did not visit the mathematics support centre. The model shows that in each of the two years studied the centre made a direct contribution to the success of approximately 11 students. The paper was presented at the CETL MSOR Conference in September 2006.
Analysing Random Processes using MATLAB at the Master's LevelMATLAB is the chosen simulation environment that is used throughout the Department of Electronic and Electrical Engineering. MATLAB is used by the students at several levels. It is used in earlier years as an 'Engineering' calculator that is useful for scientific calculations and visualisation particularly for complex analysis. As the course develops MATLAB becomes invaluable for investigating the time-frequency characterisation of signals and systems. MATLAB also gives the students an environment that allows them to write programming code in a 'C' like format. Finally MATLAB facilitates greater contextual teaching and problem based learning, which has become increasingly important in current Electronic and Electrical Engineering.
Fast Track Summer Mathematics Course at South Bank UniversityThe first summer mathematics course ran during July and August of 1997, financed by South Bank University (SBU). In subsequent years the course became HEFCE funded. The Fast Track mathematics course was a specifically designed free summer course to help equip the students with those skills required to enter a degree of Higher National Diploma in science or technology. SBU established the six week daytime course, which helped students identify gaps in their knowledge and provided a tailor made mathematics learning programme. This course now runs every summer to equip new students with the mathematical skills required for a smooth transition into university.
The Maths Revision Booklet as Part of a Programme of Support at University of Newcastle upon TyneComputer-based diagnostic testing has been used for new engineering students for some years at University of Newcastle upon Tyne. Follow-up support has been available only in some departments. In summer 2001, new students were issued (in advance or on arrival) with a â??Maths Revision Bookletâ?? covering the basic maths topics that we didnâ??t intend to teach. Following the diagnostic test, lunchtime classes were offered for six weeks, based on the booklet, for those students who wished to attend.We report on the student opinion, analysis of diagnostic and examination performance.
Support Offered to Natural Science Students at Cambridge UniversityNine years ago members of staff within Physical Sciences at Cambridge University began recognizing that some students were having problems not only with the Mathematics Courses but also with applying material from A level in the context of their scientific subjects. The mathematics workbook was introduced to assist students with revision prior to starting university.
On completion the student is asked to fill in a questionnaire that helps to define the problem areas. This is presented to their supervisor. The supervision system is a fundamental feature of Cambridge teaching and one of its main strengths. The student sees a supervisor â?? most commonly in a group of two undergraduates, sometimes in a group of three and only exceptionally one-on-one â?? to discuss his or her work for at least an hour once a week. Such support is ongoing and essentially provides individual attention to those students who lack fundamental mathematical skills.
Towards a culture of data collection & analysisThe past decade or so has seen a huge growth in the number of mathematics
support centres within UK higher education institutions as they come to terms
with an increasing volume of students who are poorly prepared for the
mathematical demands of their chosen courses. In other parts of the world we
observe similar developments. In the early years many centres were short-lived
enterprises staffed either by concerned volunteers who found a few hours in the
week to offer additional support, or alternatively by part-time staff on short-term
contracts. More recently, we have observed a trend to more substantial support
centres many of which attract central funding and dedicated staff. Given this
trend there is a need to ask whether our efforts are worthwhile, how we might
know this, and whether we can justify ongoing funding. This talk by TONY CROFT of Loughborough University at Queensland University of Technology, 2009, will describe
some of the challenges associated with acquiring data on effectiveness. Various
ways in which we can measure our success will be explored. Finally, several
exemplars will be provided of work being undertaken to capture the sort of
evidence required to secure continued funding of mathematics support centres.
Towards a culture of data collection & analysisThe past decade or so has seen a huge growth in the number of mathematics
support centres within UK higher education institutions as they come to terms
with an increasing volume of students who are poorly prepared for the
mathematical demands of their chosen courses. In other parts of the world we
observe similar developments. In the early years many centres were short-lived
enterprises staffed either by concerned volunteers who found a few hours in the
week to offer additional support, or alternatively by part-time staff on short-term
contracts. More recently, we have observed a trend to more substantial support
centres many of which attract central funding and dedicated staff. Given this
trend there is a need to ask whether our efforts are worthwhile, how we might
know this, and whether we can justify ongoing funding. This talk by TONY CROFT from Loughborough University at the 3rd Irish Workshop on Mathematics Learning Support Centres, 2008, NUI Maynooth will describe
some of the challenges associated with acquiring data on effectiveness. Various
ways in which we can measure our success will be explored. Finally, several
exemplars will be provided of work being undertaken to capture the sort of
evidence required to secure continued funding of mathematics support centres.
Integration using partial fractions - Numbas4 questions on using partial fractions to solve indefinite integrals. Numbas resources have been made available under a Creative Commons licence by Bill Foster and Christian Perfect, School of Mathematics & Statistics at Newcastle University.
1. Percentages, fractions and decimalsA numeracy leaflet covering percentages, fractions and decimals. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. Development. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
10. Line GraphsA numeracy leaflet covering how to interpret line graphs. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. Development. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
11. HistogramsA numeracy leaflet covering how to interpret histograms. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. Development. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
12. Double ChartsA numeracy leaflet covering how to interpret charts. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. Development. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
