Student-centered approaches resources
A Pilot for a Shared On-line Statistics Advisory Service
Statistics 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.
Good Practice on Inclusive Curricula in the Mathematical Sciences
Courses with substantial mathematical content pose specific accessibility challenges beyond those usually considered in generic inclusive curricula good practice advice. This guide draws on knowledge and experience from academic staff, professional support staff, disability researchers and students. Contributions explore technical and pedagogic barriers and the way these may be formed by the modes in which mathematics is communicated. The contributions provide strong evidence of the need for collaboration between the MSOR community and the support professionals in dissolving barriers and moving together towards the goal of inclusive curricula. This report was edited by Emma Cliffe and 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.
History of Mathematics in the Higher Education Curriculum
Setting mathematics in its historical context can motivate and enthuse learning, but it also enriches the curriculum, shows connections between different branches of the subject, and helps to produce students with a greater sense of the breadth and, what might be termed, the creative life of mathematics as a discipline. This report seeks to give examples of how history has been integrated into undergraduate mathematics teaching in higher education through case studies. This report was edited by Mark McCartney. This report is not made available under a Creative Commons licence but is freely available to UK universities for non-commerical educational use.
Methods to produce flexible and accessible learning resources in mathematics
This project explored methods to produce flexible and accessible learning resources for mathematics with a focus on producing a guide for staff in higher education to enable them as individuals to create flexible resources efficiently and robustly. This website houses resources providing an overview of the challenge, guidelines to writing documents and details of software setup; the resources act as exemplars for flexible and accessible learning resources for mathematics. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Student-centred Approaches in Mathematics
The 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.