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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.
Assessing the Value: Maths WorkshopThis 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).
Diagnostic Driven Support at UMISTStudents arriving in many of the UMIST departments are required to take a brief maths test on arrival. Mathematics students who underachieve on this test are assigned some questions relevant to sections where they did poorly and also referred to sections from texts and Internet notes. The student�¢??s attempt at the assigned questions acts as a basis for a feedback session. Certain students in other departments (receiving mathematics as a service course) are asked to complete a computerised assignment on areas where they underachieved. Again, they are provided with references to texts and Internet notes.
Further Work Developing Graduate Skills in HE Mathematics ProgrammesA follow-up to the booklet 'Developing Graduate Skills in HE Mathematics Programmes', which offered exemplars of ways in which graduate skills had been successfully developed through curricular initiatives. Three projects reported here develop the earlier good practice - around employment awareness, presentation of written work and reflection and articulation of skills - and provide evidence that this can be transferred to new circumstances. Two projects develop maths-specific advice and curriculum resources around developing students' speaking and writing skills. 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.
Coventry University's Mathematics Support Centre's WebsiteThe 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.
Responding to the Mathematics Problem : The Implementation of Institutional Support MechanismsThis 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.
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.
MATLAB-Based Minimal-Mathematics Introduction to Engineering TopicsThe problem of declining mathematical skills and appetite amongst university entrants is well known. In order to soften the impact that this makes on student recruitment and retention in the School of Electronics at the University of Glamorgan, it became necessary to explore a 'minimal-math' or 'engineering-first' teaching approach. MATLAB-based graphical user interfaces, simulations and animations are employed to give students an unclouded insight into the engineering concept and the underlying physical considerations, and a clear appreciation of the interplay of the parameters involved. This type of first encounter helps to stimulate the students' interest in the subject, erects crucial knowledge pegs, and lays a solid foundation to support a more mathematically rigorous approach during later encounters with the topic when any deficiencies in math skills will have been remedied.
MSOR Connections Vol. 11 No. 3 HE STEM Special IssueThis special issue of MSOR Connections is themed around work undertaken as part of the National HE STEM Programme. This includes work organised by the Network under the Mathematical Sciences HE Curriculum Innovation Project and work organised by other HE STEM partners. Work is reported in sections. The first contains an account of our HE Mathematics Curriculum Summit and work which addresses the recommendations for curriculum development made by that Summit. The remainder of the articles are arranged according to several areas of activity: graduate skills; employer engagement; mathematical thinking; technology; inclusive curricula; engineering maths; outreach and widening participation through schools and colleges. This edition 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.
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).
Increasing the impact of mathematics support on aiding student transition in higher education.,This article presents a novel approach to maths support designed and adopted by the University of Lincoln, School of Engineering, to bridge this transition gap for students, offer continued support through Assessment for Learning and Individual Learning Plans, and ultimately increase student achievement, engagement and retention. The article then extends this proven approach and discusses recently implemented enhancements through the use of online diagnostic testing and a ‘student expert’ system to harness mathematical knowledge held by those gifted and talented students (often overlooked by higher education institutions) and to promote peer-to-peer mentoring. The article shows that with the proven system in place, there is a marked increase in student retention compared with national benchmark data, and an increase in student engagement and achievement measured through student feedback and assessments.
M. Gallimore and J. Stewart, (2014) Increasing the impact of mathematics support on aiding student
transition in higher education., Teaching Mathematics Applications, 33 (2), 98-109, doi:10.1093/teamat/hru008
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.
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
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.
13. TablesA numeracy leaflet covering interpreting split tables. 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.
14. Split TablesA numeracy leaflet covering interpreting tables. 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.
15. RatiosA numeracy leaflet ratio 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.
16. Pricing or Cost AnalysisA numeracy leaflet covering responding to pricing or cost analysis questions. 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.
17. Turnover or Revenue or SalesA numeracy leaflet covering responding to questions involving turnover, revenue or sales. 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.
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.
