Innovations in Mathematics Courses.

Original TeX source file

This document gives a list of some of the innovations in Mathematics teaching in Universities and other Higher Education Institutions in the United Kingdom. The organiser would like to point out that it does not claim to be exhaustive, some institutions have not sent in an entry and some `innovative' courses have been running for so long that their home department no longer thinks of them as being `innovative'. The list is intended to give an idea of some of the `new' methods being tried out, to provide contact names so as to encourage the exchange of ideas, and to enable departments to consider potential new courses from a better informed viewpoint. Inclusion in the list is more or less automatic. If course information is sent to me, an edited version of that information will be included in the next issue of the list, so inclusion does not confer an imprimatur in any way.

I would like to thank all those who sent in entries. I hope the list is useful.

Tim Porter,

University of Wales, Bangor,

email : mas013@uk.ac.bangor

September 1993.

Aberdeen University.

A. Project work One eighth of the final year work load in Mathematics is devoted to an extensive project supervised by a member of staff. Project work in groups is also carried out in the year, with or al presentations.
Contact: J.R.Pulham (email: Pulham@uk.ac.abdn.maths)

B. Placements The final year Statistics course includes a 12 week placement in local industry, commerce, health board and research institutes as a trainee statistical consultant.
Contact: A.Anderson (email: sta025@uk.ac.aberdeen)

Aberystwyth, University College of Wales.

First year courses have been revised in response to changes in the expectations and preparation of undergraduates. In particular a project based module has been introduced with the objective of developing personal and investigative skills. The assignmen ts in the module are based on the applications of Mathematics in various fields. Second and third year courses will be revised as a result of the changes already introduced into Part I.
Contact: Dr M.J.Davies (email:mrd@uk.ac.aber)

Bangor, University College of North Wales.

A. Computer Packages (1st year) Short course in the use of `packages', (Statistics packages (MINITAB), Spreadsheets, Databases, Wordprocessors, Introduction to Computer Algebra (MAPLE).) Aims to increase the independence of the students and the resources at their disposal for the produc tion of reports, essays, set work, etc.
Contact: Chris Wensley (email: mas023@uk.ac.bangor)

B. Mathematics Workshops. Starting this year, tutorials will be replaced by two-hour long `workshops' . Students will work in teams. In the first hour, emphasis will be on more routine techniques, but in the second hour the methods will be use d in more investigative problems with a `report' to be written at the end.

C. Mathematics in Context.(3rd Year) Third year course, discussion sessions aimed at getting students to consider the position of maths relative to ``Society''. Free ranging student led discussion is the aim (and in fact the result!). Assessment by one miniproject /essay, e.g material for popularisation of maths, masterclass mock-ups, etc.
Contact.: Ronnie Brown or Tim Porter.

D. History of Mathematics. (2nd Year) The course consists of two sets of lectures on topics in the History of Mathematics. The first 10 on Mathematics in Antiquity , the second half on Post Rennaissance and Modern times. Each student selects one topic to research and write up.

E. Ideas of Mathematics. (1st Year) Arranged in five blocks:
1) Symbols and Algebraic manipulation,
2) Limitations of Mathematics, Logic, etc.
3) Algorithms,
4) Modelling Mechanics,
5) Problem solving.
The idea is to discuss rather than to lecture, in an attempt to improve the intuition of students, their presentation skills, and problem formulation and problem solving skills. Assessment is by a combination of essays, examinations, and `Lab' reports.
Contact: T.Porter. (email: mas013@uk.ac.bangor)

F. Individual Projects. (3rd Year). It is also possible to offer a single supervised project to replace one final exam. paper (1/6th of the assessment).
Contact: T.Porter (e-mail: mas013@uk.ac.bangor)

Belfast, Queens Univ.

Second Year Projects. (1/6th of total load)
Four three week projects. First by whole class, next in groups of four, last two on their own. Topics are Pure maths. Enjoyed by students.
Contact: Dr. K.W.H.Glass.

Bradford University.

A. Self-Learning Courses in DERIVE and MINITAB (First Year).
The ability to apply such computer packages will feature throughout the course.

B. Personal and Inter-Personal Skills. (First year)
This course uses active learning methods to develop ideas of computer literacy, communication, presentation and group working skills.

In the second year it develops into a course in professional skills and includes group projects and case studies presented by experts from industry and commerce.

C. Use of Software in Operational Research and Numerical Analysis.
Use is made of departmental software for the solution of realistic problems in Mathematical Programming, Optimisation and the solution of Differential Equations.

D. Technical Investigation and Report. (Final Year)
Involves an individual piece of work by the student which is assessed on the basis of a written report and oral presentation.

E. Student Tutoring Programme.
This is a scheme whereby students who are interested in teaching can spend half a day per week in a local school. They get insight and experience in dealing with school children. It is also hoped that the school children will have an increased interest in going on to higher education.

F. Integrated Course using MAPLE for electronic engineering students.
A series of laboratory sessions using MAPLE in which students have to carry out a number of assignments. This is fully integrated with lectures and tutorials and is intended to develop the students' skills in both mathematical competance and computer lit eracy.

Bristol, University of West of England.

Business Decision Analysis degree. For non A-level background. Statistics and OR emphasis. Computer algebra, spreadsheets, statistical and database packages to avoid lack of skills in other areas.
Contact: S.C.Ryrie.

Brunel, University

A. Introductory Discrete Maths For both mathematics and computer science first year undergraduates. Self paced learning with videos and CBT (25 half hour videos, 6 hours CBT)

B. General algebra Introduction to rings, fields, bilinear forms. Also self paced learning with videos and CBT backup (20 half hour videos, 3 hours CBT) (Both have been running for 6 years.)
Contact: Andrew Rae , Maths. Dept.

Central Lancashire, University

A. Mathematical Methods Self paced learning based on notes, example sheets, test bank and videos. Topics covered are first and second order ordinary differential equations, Laplace transforms, Fourier series, partial differentiation and multiple integrals. The material is unde r development, but it ois hoped to implement the project in September 1993.

B. Mathematics and Communication. Aims to equip students with an ability to communicate mathematical ideas in both written and verbal form to a variety of audiences. The mathematical content of the unit will vary slightly from year to year and the degree of detail acording to particular topics will also vary.

Students are given an introduction to techniques of:
-problem solving activity in small groups
-effective information gathering and use of library resources
-use of software packages, e.g. wordprocessing, spreadsheets and databases
-giving a small talk / presentation
-undertaking an individual mini-project.

The range of topics covered will be selected from the following (non-exhaustive!) list:

Numbers and computers - how to code messages, generate random numbers, do arithmetic on computers.

History of equations - development of trying to solve equations from a chronological point of view.

Recent uses of maths - an introduction to some new developments and application of maths, e.g. computer graphics, chaos, fractals, random walks, genetics, computer algebra.

Games and puzzles - a study of analysing various games and pizzles, developing the ideas of strategies, decision theory, abstraction of problems.
Contact: Andy Naftel

City, University.

Computational Mathematics. Laboratory based using networked PC's and SUNs. Reinforcing mainstream mathematics and statistics courses in the first year, using software such as DERIVE, GRAPHIC CALCULUS, AS EASY AS, MINITAB etc. Half numerically b ased.. One member of staff, but others contribute.

Project work. Final year, compulsory individual projects on any mathematically related topic. Contributes approximately 9% to overall assessment.
Contacts: Dr.C.R.Haines (email: C.R.Haines@uk.ac.city)
Dr.G.Bowtell (email: G.Bowtell @uk.ac.city)

Durham, University.

Mathematics Teaching. Third year course which contains lectures on ``elementary mathematics from an advanced viewpoint'', linked to a series of school visits.Each student acts as an assistant for two Mathematics Master Classes aimed at local pupils in 13-14 year age group. The course attempts to draw students to the teaching professi on.
Contact: Dr.J.V.Armitage or Mr.M.L.Cornelius.

Edinburgh, University.

A. Computer lab investigations in 3rd and 4th year honours classes in Mathematical Programming, Numerical Analysis. Also in 2nd year.

B. Maths Base. A workroom, containing reference materials, for use by all first year students attending mathematics courses. First year lecturers are available in the Base for 10 hours a week for consultation by students on an individual basis.

C. Consolidation sheets and exercise booklets: Self-help materials to enable first year students to reinforce school maths topics.

D. Skeletal Notes: For first year engineering students, notes with somr=e steps, worked examples, etc. to be completed by the students during lectures.

E. Project Work: 1st year - 2 compulsory projects, worth 15% of the course assessment. 2nd and 3rd years - compulsory projects but with no assessment element. 4th year - an optional project may replace an examination paper, worth 25% of the year's marks.
Contact : Dr. M.H.Eggar (e-mail:H.HASTON@UK.AC.EDINBURGH)

Essex University.

Mathematical Skills Programme.

The MSP consists of 20 sheets of 10 short problems which are distributed weekly to first year students for submission in the following week. The problems are designed to hone student's mathematical skills so as to develop their ability and confidence to tackle degree level mathematics. The top student is awarded the Mathematical Skills Prize. All students are required to score at least 100 points. Copies of the MSP are available on request.
Contact: Dr.P.M.Higgins (email: peteh@sx.ac.uk)

Exeter, University.

New degree structure. Courses are at various levels (I-IV) . On entry students will take the same basic courses for the first half-session, to provide a good methods-based foundation.After a mid-sessional exam. They will take a mixture of courses at Levels I and II depending on their attainment. In th second year, students take a mix of level II and III courses and in their third year courses at levels III and IV, at least one being at level IV. It is hoped that this will encourage students to do well on material at the level most suited to their mathematical development.
Contact: Peter Vamos
e-mail: Vamos.P@UK.AC.EXETER

Glasgow, Caledonian University.

A. Access course for Science and Engineering Students. A 90 hour course with very few lectures ( ). All the material for the course is contained in CAL programs and associated paper-based material. Each student has the same broad programme to cover but within limits th e order and speed of progress through the topics is governed by the ability and background of the student.
Contact : Jean Cook

B. BSc. Mathematics for Business Analysis (2nd year)
Graph Theory. After a motivational lecture the students progress at their own pace through 9 CAL programs. Each program has an associated set of notes.
Contact : Jean Cook

Glasgow, University.

A. Group Working and Seminars Mini-projects for groups of six third-year honours students to gain experience in group working, seminar presentations and report writing.

B. Developing Students' Personal Skills First year tutorials run as business meetings with chairman, name badges, agenda, short presentations and some team work to encourage more active participation by all students and to accustom them to formal meetings.

C. Experimentation in Abstract Algebra (At the planning stage) Use of software to enable students to experiment with much larger examples than traditionally available in the early stages of abstract algebra courses.

The person to contact for all the above is me. I hope this information is of use to you and the LMS document.

Contact: Dr Neil K Dickson, University of Glasgow, Department of Mathematics, University Gardens, Glasgow G12 8QW, Tel: 041-339 8855 ext 6141

Greenwich, University.

Modelling Week. 1st week of summer term devoted to a modelling exercise. Groups of four or five plus presentation at end of week. Written reports one week later.

Contact: Dr. D. Edwards and Dr.F.M.Tyler.

Heriot-Watt, University

A. Uses of algebraic and graphical manipulation packages in Mathematics. Uses DERIVE on PCs. (First year Maths and Actuarial Maths Students, Class size about 100.)
Contact:Prof.J.Eilbeck. (e-mail: CHRIS@UK.AC.HW.MA.CARA)

B. Computer Assisted Learning in Mathematics. Computer based back-up materials for calculus course, laboratory sessions replacing traditional exercise classes. Running since 1985. 1st year engineering and science classes (total about 200 students).
Contact: Dr.C.E.Beevers, (e-mail: CLIFF@UK.AC.HW.MA.CARA)

Kent, University.

Mathematical Modelling. This is a first course on applied mathematics for first year students who may or may not have been previously introduced to mechanics. The course replaces a previous introductory course on mechanics which was taught in the traditional way. Mathematical modelling methods are introduced and are used to introduce a wide variety of worked examples which concentrate mainly on introductory particle mechanics and population dynamics.
Contact: Dr.J.McEwan, Institute of Mathematics and Statistics (email: jm11@ukc.ac.uk)

Computational Mathematics and Non-linear Optimisation. 2nd and 3rd year material, Graphics display terminals, networked on Unix. Solving non-linear equations, systems of same, numerical solution of ODE, cubic splines, linear equations, minimimising functions, etc. Not labour intensive.
Contact: Dr.G.Makinson, Institute of Maths. (More details are available.)

King's College London.

A. A survey of some Basic Mathematical Ideas. This course is for first year Maths / Education students. It aims to enable students to see some nice Mathematics without too much technical detail. Students may be required to write essays, and to prepare talks on particular topics for class discussion.

B. History of Mathematics First year. Theme based lectures and seminars some prepared by the students themselves.

C. Exactness and Approximation Mainly 1st year, but some second year joint honours. Representations of rationals and reals as decimals and continued fractions are introduced together with the concept of exact and appoximate solutions of specifi c problems. Iterative maps and chaos are presented as tools for the understanding of the geometric picture of determinism and stability. Pascal programming is used as a tool for clarifying the ideas and for investigating particular problems, and compute r laboratory sessions are held each week.
Contact: Tony Barnard or Ivan Wilde (email : i.wilde@uk.ac.kcl.cc.oak)

Leeds, University.

A. Logic Software The Machine Assisted Logic Teaching Project (MALT), with which the Universities of Leeds, Oxford , St. Andrews and others, are associated, has produced a variety of software now in use at participating institutions: Leeds has had a major hand in writing this software. Within the Leeds School of Mathematics, the software has been used in final year options in Logic with considerable success, and plans are in hand to upgrade and improve it, so that it may be used in such courses with even greater effect.
Contact: J.Derrick (email: PMT6JD @ UK.AC.LEEDS.AI)

B. Innovations in Mechanics Teaching. Changes in the way mechanics is taught at Leeds reflect changes introduced into the new S.M.P/M.E.I 16-19 and A-level courses. The emphasis is on -- REAL PROBLEM SOLVING -- MODELLING -- PRACTICAL INVESTIGATIONS. The aim is for students to become problem solvers and to acquire a modelling skill in addition to a suitable body of content. A feature of the first year course in Applied Mathematics is the introduction of a number of modelling projects for which the students work individually or in small groups and subsequently submit a report.
Contact: Dr. M.D.Savage
email: M.D.Savage @ UK.AC.LEEDS.CMS1

Leicester, University.

Linear Algebra, Calculus and Optimisation, using Mathematica. Uses a MacIIx.
Contact: Dr.Allan Hayes, Dept. of Mathematics. He wants collaborators to experiment further with what he has prepared. More details are available.

Leicester, de Montfort University.

A. History of Mathematics - part of BSc Mathematics Year 2 A half year course with lectures and tutorials on topics in the History of Mathematics. Students research a topic and give a presentation.
Contact: Dr. P. Yardley

B. Mathematical Modelling - part of BSc Mathematics year 1 A year long course with lectures and tutorials on formulating and analysing mathematical models of situations (models mainly from outside classical applied mathematical areas).
Contact : Mr. D. Thatcher.

C. Industrial Case Studies - BSc Mathematics Year 4 Case studies, with input from local firms, as part of Operational Research course.
Contact : Mr. R. Thompson.

D. Industrial based projects - BSc Mathematics Year 4 Final year Projects with an industrial base.
Contact : Mrs. S. Hubbard.

E. Computer Packages Full integrated use of statistical analysis packages in the BSc Mathematics and HND Mathematical Sciences courses.
Contact : Dr. B. Teather.

F. Computer packages The packages DERIVE, MATHEMATICA and MATLAB have been integrated into the BSC Mathematics, HND Mathematical Sciences and BSc Combined Studies courses. Further details are available.
Contact : Dr. C.M. Crane.

G. Mathematics Learning Centre Based in the Library to support students with Mathematical needs. This is a `drop-in' centre with advanced and remedial computer software available, including TOP CLASS Curriculum -A-level Mathematics. The centre is staffed, with academic staff also being available at specified times.
Contact : Dr. A. Croft.

Liverpool, University.

Department of Pure Mathematics.

A. Mathematics Laboratory (1st Year, 2MM24) Course based on the package MATLAB. Computing assignments, investigations and modelling form the basis of assessment.
Topics : number theory, graphics, representations of data, stochastic methods, matrix methods, differential equations.

B. Mathematics in Schools (2nd Year, 2ED4A) The heart of this course is individual or small group teaching of mathematics in a local secondary school; course work includes preparation and assessment of the methods used.

C. Geometry of Curves. (2nd Year, 2MP48) A plane curve may be given by a parametrisation or an equation: one studies properties such as length and curvature; singularities and inflexions. A substantial part of the course is devoted to practical work involving the construction and sketching of plane curves by a variety of methods.

D. Mathematics in Society. (3rd Year, 2MM61) The course consists of ten class meetings, each of 2 hours, led by different speakers. Students also do one supervised project, which is presented orally as well as in writing. Topics include ``medical health statistics'', ``do females underachieve in mathematics''.

E. History of Mathematics. (3rd Year, 2MM62) The course consists of 4 blocks each of 4 lectures on some topic in the history of Mathematics. As well as studying these, each student selects a project to research and write up. The assessment is based on this and on weekly assignments.

F. Projects (3rd Year, 2MP6A) It is also possible to offer a single supervised project to replace a lecture course.
Overall contact: Ian Porteous.

Dept. of Applied Maths and Theoretical Physics.

A. Mathematical applications of computers (08MA): Practical course entirely in PC lab, for 1st year of 4 year (low entry qualification) Mathematical Sciences with Physics / Engineering. Text-editing, Spreadsheets, Computer Algebra Maths Packages. Self contained assignments + final project. Pure CA.

B. Mathematical Application of Computers (36NM): Practical course entirely in PC lab for any 1st year maths/stats/computing student. Based on MATLAB and MuMath. 5 assignments covering NA algorithms, ODEs, coupled systems, Matrix methods, Statistics. Pure CA. Randomised assessment method.

C. Supervised Modelling Projects. (2MA6A): Individual 3rd year modelling projects. Oral presentation + written report.
Contact person: Dr A.C. Irving (e-mail: SX05 @ uk.ac.liv.ibm)

Napier, Polytechnic.

Mathematics special entry scheme for marginally qualified first year entrants to certain B.Eng., and B.Sc courses. These are taught separately in groups of at most 20, and receive 2 hours more tutorial time each week than standard students. These two hours are largely discussion based. Scheme operating since 1987.
Contact: Thomas D. Scott.

Newcastle, University of Northumbria

A. DERIVE Use is made of the algebraic manipulation package (DERIVE) in the teaching of First Year modules such as MAthematical Methods and Algebra to provide a valuable supplement to the theoretical activities.

B. Transferable skills In addition to the normal Computing element, a first year unit is provided on word processing and spreadsheets to improve the transferable skills of the students.

C. Mathematical Modelling / Case Studies In the final year, an element of mathematical modelling or case studies is included in each of the options. This takes the form of a number of two-week small group activities in which students tackle re al world problems related to the subjects they have chosen to study. The assessment, which involves the production of a report and presentations, forms part of the coursework element of each option.

D. Physical Applied Mathematics A principal feature of the components in Physical Applied Mathematics, in Years 1 and 2, is the use of extended problems/ miniprojects/case studies in which students working individually or as members of a group may be involved in aspects of modelling, application of mathematical skills and the preparation of reports. In addition, to facilitate the computational solution of the problems formulated, the schemes provide for a number of computer laboratory worksho ps.
Overall contact : Ron Atkinson, Tel. No. (091) 227347

Nottingham, University.

A. Applied Statistics. Three mini-course. Traditional quality methods and the Deming approach to quality management (low on Maths content but high on ``brain'' use.) Involves use of videos, slides etc.
Contact: Henry Neave (email : hrn@maths.not.ac.uk)

B. Analysis of Data This is a thord year course, designed to give students experience in the difficulties faced in applying stsistical technoques and procedures to `real-life' problems. The course is based around a series of small-scale project s, drawn from a variety of disciplines, which can be analysed using a broad range of statitical skills. Assessment is based sololy on written and verbal presentations of analyses, some produced in groups, others individual. One further innovative aspect of this course is that a number of the projects are being presented by external statisticians, who will be using projects based on genuine case studies with which they have been professionally involved.
Contact: S.G.Coles (email : sgc@maths.nott.ac.uk)

C. Symbolic Algebra First year students are taught to use a symbolic algebra package (MAPLE). Other relevant modules are integrating their problems with use of such packages. Some subsidiary mathematics students are also encouraged to access M APLE..
Contact : A.N.Walker (email : anw@maths.nott.ac.uk)

D. Mathematics for the Terrified This module is aimed at those who feel intimidated by Mathematics, or who lack the confidence in their ability to handle mathematical information which occurs in other subjects or in the media. While not at the level of basic numeracy, the module tries to develop student's understanding of some fairly elementary mathematical ideas and to remedy some common miscomceptions.
Contact : J.A.Anderson (email : jaa@maths.nott.ac.uk)

E. Quantum Probability This offers an approach to quantum theory which makes the subject both exciting and understandable to Mathematics Honours students who may have no background in Physics.
Contact : R.L.Hudson (email: rlh@maths.nott.ac.uk)

F. The Nature of Mathematical Thinking (3rd Year) This long established course is part lecture based, part workshop. Concerned with symbolism. abstraction, generalisation, proof, among other topics. Examples are drawn from a wide range of so urces. It is examined by a mixture of investigational project, essay and coursework.
Contact : J.A.Anderson (email : jaa@maths.nott.ac.uk)

G. Final Year Project This counts as 1/12 of the third year. It is compulsory for all students. Topics rang across the spectrum of pure, applied and statistics. (It has been running for a long time.)

Paisley, Coll. of Technology.

1st year laboratory sessions to help ``visualisation''; ``Case study'' group study of modelling situation. Computer algebra (DERIVE).
Contact: Dr.N.Pitcher. Material available on request.

Plymouth, University

A. Case Studies in Applied Statistics and Operational Research. Complementary to taught courses. Engaging students in active learning process to develop skills in modelling and the use of applications software, and personal transferable skills such as report writing, presentations, group working and time management.
Contact: Mr J.A. Shalliker

B. Honours project. One sixth of the final year workload is devoted to an extensive project supervised by a member of staff. The project report is assessed on both its mathematical content and its presentation, and there is also an assessed seminar.
Contact: Dr. P.W.James

C. Derive. Many of the courses use DERIVE in the teaching of elementary calculus. Other computer-assisted-learning packages are being experimented with, such as those in group theory and non-Euclidean geometry.
Contact: Mr. G.F.Harley

D. History of Mathematics. This is a second year course introducing ideas of historical scholarship and the cultural context of mathematics. Essay-writing and presentation skills are also developed.
Contact: Dr. S. Huggett

E. Mechanics teaching. Research into the learning of mechanics by students and how this can be assisted by the use of video has led to several developments in the teaching of mechanics. These developments include:
(i) Use of conceptual problems - designed to test for and remedy student misconceptions.
(ii) Practical Work - to assist student visualisation of problems and also to help sort out misconceptions.
(iii) Production of Video Resources - Members of the department are involved in the development of a number of new video resources for mechanics. These provide real examples of applications of mechanics alongside the development of relevant theory.
(iv) Developing a Problem Solving Approach - Students are helped to develop a problem solving approach during the early stages of their courses, and then encouraged to apply this to areas such as projectiles and vibrations.
Contact: Prof. J.S.Berry

Portsmouth University

A Student-centred learning First year courses based on a textbook and supported by DERIVE.

B. Fluid Dynamics Second year course includes a coursework element using FLUENT.

C. Simulation Second year course on continuous and discrete systems modelling using a dynamic simulation package (KCBSIM).

D. Computer Marking Use of QUESTION MARK to set and mark coursework.

E. Transitional help First year students are monitored and given directed help on an individual basis.
Overall contact : B.S.Taylor (email : Taylor@uk.ac.portsmouth.csovax)

Reading University

A. Mathematical Studies degree. A new degree, with part of the first year (abstract algebra and mechanics streams) replaced by basic calculus and applicable follow-up together with a discrete mathematics course. (The latter requiring minimal mathematical knowledge, but a good deal of effort and thought: largely directed towards topics usable in computer science).

B. Applicable Algebra. The algebraic pre-requisites are kept to a minimum to allow those with little formal algebra to appreciate the topics, and also show the applicability of the ideas to those who have studied a fair amount of abstract algebra. The main topics are error-correcting codes, Boolean algebra, fast sorting and cryptography.

C. Linear Algebra and Multivariate Statistics. A course (described by its title) taught in alternating blocks by a pure mathematician and a statistician, picking up topics in pure linear algebra and following through to their role in statistics. Includes a substantial amount of computer and project work.
Overall contact : David Stirling (email : smsstirl@uk.ac.rdg)

Q.M.W.,University of London.

Mathematical Problem Solving. List of Problems; solutions assessed plus oral. One eighth of students load in third year. About 40 students on course. Two members of staff.
Contact: Don Collins, (School of Maths, QMW, London.)

St. Andrews, University

A. CALM Use of a purpose written CAL system called MacTutor for all first year students. System based on Hypercard and runs on Apple Macs. (Over 200 students use interactive system.)
Contact: G E Bell (e-mail:GEB@UK.AC.ST-ANDREWS)

B. Honours option on Symbolic Computation. Workshop based course using MAPLE on Macs.
Contact: E F Robertson (e-mail:PMSER@UK.AC.ST-ANDREWS)

C. Honours option on topics in the history of mathematics.
Contact: G M Phillips (e-mail : GMP@UK.AC.ST-ANDREWS)

Sheffield, University.

A. Teaching Maths by booklets. (The booklets have recently been collected together in ``Guide to Mathematical Methods'' , J.Gilbert. (MacMillan).) Large numbers of students with varied background. No lectures but lecturer available during a ``contact'' period.
Contact: A.K.Austin.

B. History of Maths.. (3rd. Year) Units, prescribed reading from books with commentary; project work.
Contact: R.J.Webster

South Bank University, London

A. Discrete Mathematics (1st Year). We have developed resources and teaching / learning styles to assist students to become independent learners. They work in groups through a focus on problems both to introduce and extend topics in Discrete M athematics. Appropriate assessment procedures have also been developed. Class sizes are in the region of 120.
Contact : Steve Lerman

B. Mathematical Contexts and Strategies (1st Year). This courses aims to assist students in developing confident and self-aware mathematical problem solving skills and to become independent learners. students work in groups investigating fund amental areas of Mathematics. Explicit attentionis paid to learning and problem solving processes and the course is assessed through a log of work done during the course. Class size is typically 60 students.
Contact : Candia Morgan.

Southampton, University.

A. Self paced Mathematics 1st year course in maths for engineers, involving self-study units and monitoring through tutorial assessment sessions.
Contact: David Harding (email : dh@uk.ac.soton.maths).

B. Coursework projects. Several courses assessed only by coursework, e.g. a statistics course based on MINITAB.
Contact: Phil Prescott (email : pp@uk.ac.soton.maths).

C. Skeletal notes : for 2nd year engineering maths students, skeletal notes completed by the students during the lectures.
Contact: Ray d'Iverno (email: rdi@uk.ac.soton.maths).

D. History and Nature of Maths. History of Maths course with explicit attention to philosophical issues.
Contact: Keith Hirst (email : keh@uk.ac.soton.maths).

E. Mathematics Workshop. Final year course for intending teachers among others. Based on problem solving and investigational activities.
Contact: Ann Hirst (email : aeh@uk.ac.soton.maths).

F. Mathematical Curriculum Studies. For intending teachers, considers the mathematical factors which enter into curriculum and assessment design.
Contact: Keith Hirst (email : keh@uk.ac.soton.maths).

G. Individual Projects. Final year option.
Contact: Keith Hirst (email : keh@uk.ac.soton.maths).

H. Self study in OR. M.Sc.Individual self-study project involving literature survey, written report and oral presentation.
Contact: Arjan Shahani (email : aks@uk.ac.soton.maths)

Staffordshire, University.

Computer Algebra system in use with 1st year engineers. (DERIVE)
Contact: D.D.L.Risk.

Strathclyde, University.

A. Final year courses in `` Non-linearity in Modern Applied Analysis'' (Dr. W. Lamb), and `` Algorithms and Complexity'' (Dr. W. M. Anderson) based on book by Wilf.
Overall contact: W.M.Anderson.

B. 1st year laboratory. Uses Mathematica, (Dr. J.S.Bramley) followed by further use in 2nd year with progress beyond ``button pushing'' to program within the system.
Overall contact: W.M.Anderson.

C. DERIVE used with 2nd year engineers.
Overall contact: W.M.Anderson.

Sunderland, University.

A. Remedial Maths-Basic numeracy. CALC system for identifying the existing numeracy skills of students from non-maths. courses. Identifying and solving their problems within an integrated system. (Has run two years.)
Contact: A.Moscardini, D.Curran, W.Middleton. (Visitors are welcome to try out the system themselves.) (More details available)

B. Remedial Maths-Mathematical modelling. CALC system for developing modelling skills for 1st year engineering students who are ``mathematically unadapted.'' Uses computer algebra (DERIVE, MAPLE and MATHEMATICA).
Contact: D.Curran, W.Middleton. (Later parts of the material still being developed.) (More details available)

C. System Dynamics. System for mathematically weak 1st year engineering students to learn the behaviour of systems. Uses STELLA.
Contact: A.Moscardini, D.Prior.(More details available)

Teeside, University.

A. Open Learning methods in Mathematics, for HND and BEng students. Brief packages of material on each topic plus use of DERIVE. Few formal lectures.
Contact: Dr. M. Cummings.

B. Mathematical Workshop. Advisory service for use by all students, to support those students in any subject with weak mathematical backgrounds.
Contact: Dr. M.R.Cummings.

University College London.

A. Symbolic manipulation using Mathematica This third year course is project-based. Small teams of students produce ``notebooks'' in various areas of Pure and Applied Mathematics. It is now in its third year.
Contact: Dr.J.Haight (email : ucahjah@ucl.ac.uk).

B. Supplementary Instruction This is a scheme under which some second year students (`SI leaders') help first year students with their learning. The students receive some training, and are supervised during the term by a support unit independe nt of the department, (in this case, by the Academic Enterprise and Training Unit in college). They meet the first years on a strictly voluntary and unaccessed basis once a week. It is emphasized that the students are not supposed to teach or provide an swers but to facilitate the learning of the first years. We have just started this scheme for the two year pure mathematics courses in Algebra and analysis.
Contact : Dr.M.L.Roberts

C. Mathematical Ideas in Biology The aim of this course (now in its second year) is to show students how to combine mathematical and biological ideas in model building. It covers the basic ideas in Biomechanics; population biology; population genetics; models of behaviour and learning (cellular automata and neural nets).
Contact: Dr. R.M.Seymour.

D. Self-teaching and Presentation skills Thes are integrated into a third year course on solution techniques for partial differential equations. Students research subjects suggested by the lecturer which are closely related to topics covered in class. Assessment of the project is through a 20 minute presentation on the topic to the whole class. Instruction on presentation skills is available. This is the first year of this way of teaching this course.
Contact : Dr. R.I. Bowles (email : rob@cfd0.math.ucl.ac.uk)

E. History of Mathematics This third year course makes a survey, with some attention to primary sources, of most areas of mathematics up to about 1800 AD, with selected topics from 19/20 centuries. Weekly essays are set, which contribute 20% t o the final mark. Students are encouraged to give short presentations. Contact: Dr.J.V.Pepper

Wolverhampton University

BSc Mathematical Business Analysis. This is a new degree which combines a core of statistics, operational research, computing and business modules with options in a wide range of areas. This gives a great degree of flexibility as in the optio ns, students can study modules in pure mathematics, law, programming, foreign languages and even English as a foreign language for overseas students.

York, University

Computer Algebra/MAPLE course (First year, two terms) First term covers interactive use of the core system and some of the linear algebra package. Second term contains the use of procedures and an assessment project. MAPLE is run on a network of 386 PC's
Contact: Simon Eveson (email : spel@uk.ac.york)

Innovations in Open University Mathematics Courses

The Open University has experimented successfully with many new ways of teaching and many of them can be usefully adapted to more traditional contexts. Full lists of their courses and material are available from :

Faculty of Mathematics
The Open University
Walton Hall,
Milton Keynes
MK7 6AA.

(i) Oxford Brookes University has a Teaching and Learning Research Group (Contact for Mathematics: Rod Haggarty). It also has a Centre for Staff Development which has accumulated a large amount of documentation on innovation in higher education. This may be available through local Enterprise in Higher Education offices or through your institutions Staff Development scheme. The address of the Oxford Centre is :

The Oxford Centre for Staff Development,
Oxford Brookes University,
Gipsy Lane,
Headington,
Oxford OX3 0BP

(ii) Do not forget the addresses of the Computers in Teaching Initiative, an invaluable source of information on innovation using computers.

C.T.I.
Centre for Mathematics and Statistics,
c/o Faculty of Education,
University of Birmingham,
Birmingham B15 2TT
e-mail: CTIMATH@UK.AC.BHAM

and

C.T.I.
Department of Statistics,
University of Glasgow,
University Gardens,
Glasgow, G12 8QW
e-mail: CTISTAT@UK.AC.GLASGOW.VME

(iii) Replies without mention of specific projects were received from several other institutions.

(iv) If you have a course that you would like included, or if you want to amend or delete an entry, please send the details to:

Dr.Timothy Porter,
School of Mathematics,
University College of North Wales,
Dean Street,
Bangor,
Gwynedd, LL57 1UT.
e-mail : MAS013@UK.AC.BANGOR

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