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Student perception of the impact of mathematics support in higher educationNi Fhloinn, E., Fitzmaurice O., Bhaird, C. M., & O'Sullivan, C. (2014). Student perception of the impact of mathematics support in higher education. International Journal of Mathematical Education in Science and Technology, 45 (7) 953-967., DOI:10.1080/0020739X.2014.892161
Mathematics support in higher education has become increasingly widespread over the past two decades, particularly in the UK, Ireland and Australia. Despite this, reliable evaluation of mathematics support continues to present challenges for those working in this area. One reason is because ideally, properly structured support should function as an integral part of the overall educational experience of the student, in tandem with lectures and tutorials. When this occurs, it makes it difficult to isolate the impact of mathematics support from these other entities. In this paper, the results of a large-scale nationwide survey conducted with first-year service mathematics students in nine higher education institutes in Ireland are considered, exploring studentsâ?? perceptions of the impact of mathematics support upon their retention, mathematical confidence, examination performance and overall ability to cope with the mathematical demands they face. Students were extremely positive about the effectiveness of mathematics support in all of these areas, providing valuable insights into the value of learning support in mathematics.
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.
Student Support and the Bridging Course at University College LondonUniversity College London has established a wide selection of teaching resources to support a dramatic increase in the number of entrants to the Mathematics Department. This includes a diagnostic test for all entrants, a workbook for students to complete before the first semester and an integrated system of tutorials, lectures and a problem class. An intense Bridging Course also provides students with a valuable and comprehensive perspective of university mathematics.
Student Support Based on the Three Stream System at UMISTUMIST introduced a three level course structure to help students entering civil engineering, chemical engineering, electrical engineering, chemistry, mechanical engineering, computing and optometry to cope with the maths content of each of the courses. Based on previous qualifications and a diagnostic test, students are allocated places within the P, Q and R stream.
Student-centred Approaches in MathematicsThe projects highlighted in this booklet have as their key concern the student and have introduced initiatives which recognise the diverse needs of students. All have some element of support tailored to the needs of students, although the projects themselves are quite distinct. The first is focused on supporting mathematics students and the next three focus on student-centred approaches for students from other disciplines. The focus then changes, with three reports on inclusive curricula and students with additional needs. The final report presents an overview of how one might use social media to engage students. This report was edited by Carol Robinson. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
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).
SubstitutionThis leaflet revised the way in which symbols in formulas are replaced by actual numerical values - a process known as substitution. You will need a calculator to check these examples.
Substitution & FormulaeIn mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
(Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution & FormulaeIn mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
(Mathtutor Video Tutorial)
The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 1IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 2IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 3IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 4IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 5IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 6IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 7IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Substitution and Formulae Part 8IPOD VIDEO: In mathematics, engineering and science, formulae are used to relate physical quantities to each other. They provide rules so that if we know the values of certain quantities; we can calculate the values of others. In this video we discuss several formulae and illustrate how they are used.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Success in engineering mathematics through mathematics support and changes to engineering maths lectures at Harper AdamsThis article by Sarah Parsons (Harper Adams University College) describes the positive effects on examination results of introducing mathematics support and implementing other changes.
The article presents data which shows that significantly improved results followed from changes introduced in 2001 which included substantial mathematics support provision. However, because many other changes (changed content, separate lectures for some groups, diagnostic testing etc)
were introduced at the same time it is not possible to isolate particular effects of the mathematics support provision. Nevertheless external examiner comments reflect the value of mathematics support.
The article is published in MSOR Connections Feb 2005 Vol. 5 No.1.
Success in engineering mathematics through mathematics support and changes to engineering maths lectures at Harper Adams.This article by SARAH PARSONS (Harper Adams University College) describes the positive effects on examination results of introducing mathematics support and implementing other changes.
The article presents data which shows that significantly improved results followed from changes introduced in 2001 which included substantial mathematics support provision. However, because many other changes (changed content, separate lectures for some groups, diagnostic testing etc)
were introduced at the same time it is not possible to isolate particular effects of the mathematics support provision. Nevertheless external examiner comments reflect the value of mathematics support.
The article is published in MSOR Connections Feb 2005 Vol. 5 No.1.
Summary of work in mathematical sciences HE curriculum innovationThis booklet presents summaries of the work completed under the Mathematical Sciences HE Curriculum Innovation Project from 2010-12 and provides links to access the resources produced. Work is presented on: developing graduate skills from within the curriculum and by engaging with employers; making available industrial problems in maths and stats; teaching and assessing problem solving; mathematical thinking; student support; inclusive curricula; non-traditional methods of assessment; use of audio-visual media in teaching and learning. 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.
Sums of seriesVideo for iPod.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
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.
Supporting students making the transition from school to university– A national and local view of the maths skills crisis in the UKThe authors have first-hand experience of supporting students with weak maths skills making the transition from School to University within a Business School. In this paper the authors will summarise the key messages and recommendations to emerge from the literature in the light of their own experiences and research findings. We will also give an overview of the types of open source software that are currently available for maths skills support in the UK, and consider ways in which such on-line resources might be utilised in order to encourage and enhance students’ development of maths skills in a Business School context.
Cottee M., Relph A. and Robins, K. (2013) Supporting students making the transition from school to university– A national and local view of the maths skills crisis in the UK.
http://library.iated.org/view/COTTEE2013SUP
Surds and other rootsRoots and powers are closely related, but only some roots can be written as
whole numbers. Surds are roots which cannot be written in this way.
Nevertheless, it is possible to manipulate surds, and to simplify formulae.
(Mathtutor Video Tutorial)
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Surds and other rootsRoots and powers are closely related, but only some roots can be written as
whole numbers. Surds are roots which cannot be written in this way.
Nevertheless, it is possible to manipulate surds, and to simplify formulae.
(Mathtutor Video Tutorial)
The video is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
Surds and other roots - part 1This video segment introduces surds, such as the square root of 2.
This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.
