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Responding to the mathematics problem (2010)

Edited by C.M.Marr and M.J.Grove. 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. It explores a range models for delivering mathematical support accommodating an even wider range of budgets. Additionally, it identifies 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

Coming to know: the introduction of new concepts in undergraduate mathematics; The hard copy of this book is available for purchase from Lulu.com

This book collates learning materials suggesting mathematical experiences for undergraduates. These experiences are designed to encourage students to conjecture a theorem or propose the form of a proof. This is preparatory to aspects of conventional mathematics and to feed a student's intuition.

Newton’s Mechanics: Who Needs It? 

A two day Symposium was held on 20 June and 1st July 2008 at the M¢ller Centre, University of Cambridge. It was a lively event with contributions for all delegates to the findings and recommendations which emerged.  Responses were practical and realistic and we are now looking for support to ensure that they will be implemented and lead to action to redress the mechanics problem which was so clearly identified by us all at the symposium. The report is intended to stimulate debate and, above all, action

Supporting Good Practice in Assessment in Mathematics, Statistics and Operational Research: Briefings and Guides (Reference: 7/04)

A4 booklet in the occasional series Learning and Teaching in Mathematics, Statistics and Operational Research, ISSN 1476-1378, authored by Neil Challis, Ken Houston and David Stirling.

Good Practice in Assessment - Guide for Students (Reference: 6/04)

A5 booklet in the occasional series Learning and Teaching in Mathematics, Statistics and Operational Research, ISSN 1476-1378.

Flexible Learning in Statistics (Reference: 4/03)

A5 booklet in the Occasional Series Learning and Teaching in Mathematics, Statistics and Operational Research, ISSN 1476-1378, authored by Clive Anderson, Andrew Bertie, Steve Bond, Adrian Bowman, Jane Bruce, Caitlin Buck, Nick Fieller, Barbara R Smith, and Jane Williams.