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Guides (1)

Resource type Learning support in mathematics and statistics in Australian universities: a guide for the university sector (ALTC)
This Guide is based on findings from a project funded by The Australian Learning and Teaching Council (ALTC). After discussion on the history, nature and roles of learning support in mathematics and statistics in Australia, it synthesizes the findings of the project to provide information for the university sector on the need for, and the provision of, such support. The project was funded by the ALTC's Leadership for Excellence in Learning and Teaching Program. The title of the project was Quantitative diversity: disciplinary and cross-disciplinary mathematics and statistics support in Australian universities, and its aim was to develop national capacity and collaboration in cross-disciplinary mathematics and statistics learning support to enhance student learning and confidence.

Motivating Mathematics (1)

Resource type The need for maths - Adrian Smith
This mathtutor extention video shows Adam Smith discussing the place of mathematics in society, it's importance and why students are not continuing to study mathematics. The report 'Making mathematics count' is also available. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

Research Papers (3)

Resource type An Audit of Mathematical Support Provisions in Irish Third Level Institutes
A report on an audit of 13 Irish institutions providing mathematics learning support and the various structure/types of mathematics support they offer conducted by CEMTL and compiled by Olivia Gill, John O'Donoghue and Paddy Johnson.
Resource type Making Mathematics Count
Adrian Smith's inquiry into post-14 mathematics education. (2004) There is a accompanying video 'The need for maths - Adrian Smith'
Resource type Responding to the Mathematics Problem : The Implementation of Institutional Support Mechanisms
This 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.

Staff Resources (12)

Resource type Investigation of International Mathematics Cultures
Recruitment to post-graduate mathematics programmes and to lecturer positions in mathematics departments in UK universities has become dominated by international students and staff. Although mathematics is generally regarded as ‘the universal language’, the reality is that different countries have very different cultures when it comes to the teaching and learning of mathematics. There are significant variations in the pre-university mathematical experience, in terms of the curriculum content, learning styles, levels of abstraction, and assessment methods. Even within the UK, a considerable number of pre-higher education mathematics qualifications are available and, it is not always clear what mathematics can be expected when students commence their degree programmes. With increasing numbers of international students and academic staff in UK HE, the scene is becoming more complicated. Students enter degree courses with a wide range of backgrounds and bring with them very different experiences. At the same time, academic staff, having experienced different education systems, may have some unrealistic expectations from their students. With an HEA Teaching Development Grant (Individual Scheme 2012 -2013), this research by Aiping Xu, Coventry University has investigated the mathematical cultures of a range of the main international suppliers (of students and staff) to UK HE mathematics departments. Using semi-structured interviews and online questionnaires, personal experiences of academic staff who have studied or taught more than two educational systems have been drawn upon. Some examinations have also been studied in detail.
Resource type Mathematical transitions: a report on the mathematical and statistical needs of students undertaking undergraduate studies in various disciplines
Mathematics and Statistics are essential to the university curricula of many disciplines. The purpose of the Higher Education Academy STEM project was to investigate the mathematical and statistical requirements in a range of discipline areas including: Business and Management, Chemistry, Economics, Geography, Sociology and Psychology. Reports were commissioned from discipline experts to provide a strong evidence base to inform developments within the disciplines and dialogue between the higher education and pre-university sectors. This report by Jeremy Hodgen, Mary McAlinden and Anthony Tomei summarises the findings of these project reports and of similar work in other disciplines. It introduces some high-level contextual evidence from the pre-university sector, in particular data about trends in public examinations, and highlights important policy developments in pre-university Mathematics education. The report also includes high level recommendations regarding Mathematics and Statistics within the context of other disciplines, with a particular focus on the point of transition into higher education. (2014)
Resource type Mathematics after 16: the state of play, challenges and ways ahead
This report is based on a presentation given by the author, Josh Hillman, on 17 March at the first Q-Step conference, Counting them in: quantitative social science and the links between secondary and higher education. Other presentations from the day are available at www.nuffieldfoundation.org/q-step. Josh Hillman is Director of Education at the Nuffield Foundation. Josh Hillman, Mathematics after 16: the state of play, challenges and ways ahead, (London: Nuffield Foundation, 2014)
Resource type Measuring the Mathematics Problem
This report is published under the auspices of The Learning and Teaching Support Network (Maths, Stats & OR), The Institute of Mathematics and its Applications, The London Mathematical Society, and The Engineering Council. The findings and recommendations in this report emerged from a seminar at the Møller Centre Cambridge, 10-11 May 1999.
Resource type Newton's Mechanics: Who needs it?
A report on the mechanics problem on the transition to university by Mike Savage and Charlie Stripp. Findings and recommendations of a two-day symposium at the Møller Centre, Cambridge, 30th June, 1st July 2008.
Resource type ROBBINS REVISITED - Bigger and Better Higher Education
A report by The Rt Hon. David Willetts MP, Minister for Universities and Science, revisiting issues in Higher Education first reported on by Robbins in 1963.
Resource type Skills in Mathematics and Statistics in Business and Management and tackling transition
This report by Michaela J Cottee, Amanda Relph and Karen Robins is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Business and Management discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and a discussion event is presented and used to inform findings and recommendations. (2014)
Resource type Skills in Mathematics and Statistics in Chemistry and tackling transition
This report by Dudley E Shallcross and Paul C Yates is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Chemistry discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and a discussion event is presented and used to inform findings and recommendations. (2014)
Resource type Skills in Mathematics and Statistics in Economics and tackling transition
This report by Peter Dawson is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Economics discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and entrance qualifications. Evidence collected from a literature review and a discussion event is presented and used to inform findings and recommendations. (2014)
Resource type Skills in Mathematics and Statistics in Geography and tackling transition
This report by Catherine Souch, Katherine Fitzpatrick and Richard Harris is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Geography discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys, interviews and a discussion event is presented and used to inform findings and recommendations. (2014)
Resource type Skills in Mathematics and Statistics in Sociology and tackling transition
This report by Julie Scott Jones and John Goldring is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Sociology discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and discussion events is presented and used to inform findings and recommendations. (2014)
Resource type Vision for science and mathematics education
A 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.

Third Party Resources (1)

Resource type HE Mathematics Curriculum Summit
The HE Mathematics Curriculum Summit on 12 January 2011 brought together representatives of half of the mathematical sciences departments in England and Wales and the professional bodies for a day of debate and discussion on the state of HE mathematics course design and delivery. This report gives summaries of the debate, talks and discussions as well as a series of recommendations of current priorities for curriculum development in mathematical sciences. 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 but is freely available to UK universities for non-commerical educational use.

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