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18. Shares and DividendsA numeracy leaflet covering responding to questions involving shares and dividends. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
19. Currency and Foreign ExchangeA numeracy leaflet covering currency conversion. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
2. What is X% of YA numeracy leaflet covering how to calculate a percentage. 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.
20. ProfitA numeracy leaflet covering profit calculations. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
21. Yield or ProductionA numeracy leaflet covering yield or production calculations. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
22. Speed and DistanceA numeracy leaflet covering speed, distance, time calculations. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
23. Timetables and TimingsA numeracy leaflet covering timetables and time calculations. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
24. AveragesA numeracy leaflet covering speed, distance, time calculations. This is one of 24 numeracy resources created by by Eleanor Lingham, De Montfort University and reviewed by Julie Crowley, Cork Institute of Technology. They were funded by a sigma Resource Development grant and contributed to the mathcentre Community Project.
3. What percentage of Y is XA numeracy leaflet covering how to determine a percentage. 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.
4. X is Y% of whatA numeracy leaflet covering how to determine a percentage. 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.
5. Percentage increase and decreaseA numeracy leaflet covering how to determine a percentage increase or decrease. 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.
6. What is the change in percentageA numeracy leaflet covering how to determine a change as a percentage. 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.
7. Bar ChartsA numeracy leaflet covering how to interpret bar 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.
8. Composite Bar ChartsA numeracy leaflet covering how to interpret bar 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.
9. Pie ChartsA numeracy leaflet covering how to interpret pie 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.
A First Year Mathematics Transition Module based on Initial Assessment of the Skills of Incoming StudentsThe Transition Module is designed to audit the mathematical skills of incoming students and thereby design and implement appropriate teaching, learning and assessment strategies to ease the transition to university.
A Game Show Format for First Year Problem Classes in Mathematical ModellingProblem classes are traditionally used in the teaching of mathematics. For a first year Chemical Engineering course in mathematical modelling, a quiz based on the TV programme â??Who Wants to Be a Millionaire?â?? has been introduced, in a problem class supporting lectures. Following group work, with one set problem per group, students present their solutions to the rest of the class. The quiz follows the presentations. Each group is represented by a volunteer, who attempts to win chocolate prizes. The questions are both general, and specific to the particular problem done by the group. Besides reinforcing earlier learning, the quiz is fun. Certainly it appears to have been appreciated by two successive student cohorts. The lecturer and postgraduate demonstrator have also enjoyed the problem classes more than traditional formats.
A Guide to Puzzle-based Learning in STEM subjectsThis report is part of a project funded by the Centre for Learning and Academic Development (CLAD) at the University of Birmingham. The objective of the project was to develop new learning resources to enable staff working in Science, Technology, Engineering, and Mathematics (STEM) to incorporate puzzle-based learning in their teaching. This guide to puzzle-based learning accompanies a selection of mathematical and logic-based puzzles, grouped by mathematical topic and approximate â??levelâ??, as judged by our experiences. It is written to provide advice to staff on how to adapt such puzzles for use in their subject at the appropriate level(s).
Badger M., Sangwin, C.J., Ventura-Medina E. and Thomas C.R. (2012) A Guide to Puzzle-based
Learning in STEM Subjects, University of Birmingham,
http://web.mat.bham.ac.uk/C.J.Sangwin/Publications/GuideToPuzzleBasedLearningInSTEM.pdf
A Hub Service: Extending the Support Provided by One Institution to Students of Other Local InstitutionsC. Trott, S. Drew &, and H. Maddocks. (2013) A Hub Service: Extending the Support Provided by One Institution to Students of Other Local Institutions. MSOR Connections 13(1), 18-23. DOI: 10.11120/msor.2013.13010018
We report on the experience of Loughborough Universityâ??s Eureka Centre for Mathematical Confidence in establishing a small pilot project to provide one-to-one mathematics support for neurodiverse students who attend other local universities and where no such provision is available. We outline the background to the scheme and report on the three students involved.
Read More: http://journals.heacademy.ac.uk/doi/abs/10.11120/msor.2013.13010018
A Learning Framework for Basic Mathematics and Statistics in ScienceThe teaching of mathematics and statistics forms part of a first year module, Scientific Inquiry, which is taken by students on undergraduate science courses. The range of mathematical backgrounds amongst the students is accommodated through a Virtual Learning Environment (VLE), supporting student-centred learning. The Case Study describes the philosophy of the module and how this is reflected in its structure, delivery, available materials and use of self-assessment.
A Pilot for a Shared On-line Statistics Advisory ServiceStatistics Advisory Services (SASs) have recently been established at several UK HE institutions, offering statistics help and advice to students undertaking a final year undergraduate or masters project or engaged in postgraduate research. This report gives the findings of a project to identify the practical and pedagogical issues associated with sharing an on-line SAS resource, and to elicit the opinions of students using the service in order to understand their expectations and experience of using this type of on-line support. We believe that this type of shared service would offer universities a viable alternative means of providing a SAS without incurring the financial costs of resourcing a SAS solely dedicated to their own institution. This report was written by Alun Owen, Peter Samuels, Michele Wrightham, Bernadette Leckenby and Mollie Gilchrist. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
A Practitioner’s Guide to Implementing Cross-Disciplinary Links in a Mathematics Support ProgramWith widening participation in the university sector and the reduction in pre-requisites for entry into many university science courses, students are arriving at university with reduced competencies in mathematics. As quantitative skills are crucial for study in science, under-preparation has direct effects on multiple disciplines. The Maths Skills Program for first year science and statistics students at La Trobe University was developed in collaboration with science coordinators to provide students with mathematics support that highlights the relevance of mathematics to their disciplines. In evaluating the program, both the students and science coordinators were surveyed. The student responses on questionnaires indicated the students saw the relevance of the program to their educational goals, believed the questions written in context helped them learn their subject, and the focus on relevance helped them understand how mathematics was related to their subject. This was in line with the responses from the science coordinators who found the program to be relevant to their disciplines and assisted students in applying mathematics in context.
Deborah C. Jackson, Elizabeth D. Johnson, Tania M. Blanksby. (2014) A Practitioner’s Guide to Implementing
Cross-Disciplinary Links in a Mathematics Support Program. IJISME, Vol 22, No 1.
http://openjournals.library.usyd.edu.au/index.php/CAL/article/view/6898
A Report on the Feasibility of Mobile Devices for Mathematics Learning in Higher Education (sigma)This sigma CETL report by Chengliang Hu presents an investigation into the educational potential of mobile devices in
supporting mathematics teaching and learning. (2007) The zip file contains the full report and all appendices.
A Review of Student Support Computer Packages used in UniversitiesA review of MATHWISE Pre-Calculus and CALMAT.
A Review of the Engineering Maths First Aid Kit and the Algebra RefresherNew support mechanisms have been introduced for Engineering students in their first year at Lancaster University to help maintain standards in all subject areas that are underpinned by Mathematics. Resources that have already been developed by Loughborough University are being used in a slightly modified form to help students to work through and overcome any weakness in Mathematics. Help sheets from Engineering Maths First Aid Kit are used to reinforce student learning. All material is used with the help of tutors to form a good foundation for further studies.
Achievement and behaviour in undergraduate mathematics: personality is a better predictor than genderAlcock, L., Attridge, N., Kenny, S., & Inglis, M. (2014). Achievement and behaviour in undergraduate
mathematics: personality is a better predictor than gender. Research in Mathematics Education,
16 (1), 1-17. DOI:10.1080/14794802.2013.874094.
We investigated two factors that predict students' achievement and behaviour in undergraduate mathematics: gender and personality. We found that gender predicted students' achievement and behaviour when considered in isolation, but ceased to be predictive when personality profiles were taken into account. Furthermore, personality accounted for significantly more variance in undergraduates' achievement and behaviour than did gender, but the converse was not the case. We therefore argue that personality provides the more productive lens through which to understand the behaviour of undergraduate mathematics students. We relate this finding to recent research emphasising gender differences in mathematics education, and suggest that researchers wishing to promote equity in participation at and beyond the undergraduate level should consider shifting their focus to individual differences in personality.
