The following document makes the case for a first step of determining the support needed for basic mathematical skills throughout all relevant disciplines. The proposal was discussed at the UTLC in early 2003 and it was decided to set up a working group with a brief to implement a support resource.
Mathematics Support Within the University - First Steps
J Ford and WH Foster School of Mathematics and Statistics
There is a growing awareness of the need to supplement the mathematical and statistical skills of Newcastle University students. The level and extent of skills required will obviously depend on the degree programme being studied, but it is generally accepted that the employability of our graduates will be significantly diminished if they lack a decent range of basic numerical skills. Many disciplines also require basic statistical skills.
A-level and GCSE entrants
Most A-level students can address minor gaps in knowledge. Those with
Highers, GNVQ, and some overseas qualifications may need some support if
their degree programme is designed principally for A-level entry.
Students with only GCSE mathematics are a different matter and this proposal is aimed at determining the support they need. There is considerable evidence that such students are much less well prepared than their GCSE grade would indicate.
In particular, it is our experience that a student with GCSE Grade B or Grade C Mathematics (common entry requirements):
(a) cannot be relied upon to manipulate even the simplest algebraic formulae;
(b) often lacks the limited competence in algebra necessary to make use of the simple statistical techniques that many disciplines require.
Further Support
We concluded that there is a need for some form of focused support, ideally based in the relevant subject area, school or faculty. A major issue is whether or not such support is part of a formal module. For example, support could be as part of a formal Key Skills module with appropriate mathematical content or be in addition to the modules that the student currently takes and not carry any FTEs.
N.B. Some subject areas currently provide a mathematics or statistics module for students with only GCSE Mathematics. Our proposal is not to replace such modules but to support them. We note that the compulsory Key Skills module in Combined Studies in Arts has no numerical or mathematical content.
Proposal: Working Group and Survey
In the light of these observations, we proposed that the University (UTLC) should set up a working party, with members representing all relevant disciplines, to review the level of support required for basic mathematics, including basic numeracy, and basic statistics. It was our view that a broadly based working party of this nature was necessary. Different disciplines have different requirements, and it is essential that planned actions clearly lead to benefits for all concerned.
Suggested terms of reference for the UTLC working party:
· To prepare a questionnaire on basic mathematical requirements and to submit it to each subject area.
· To produce a requirements matrix for basic mathematics and, where relevant, basic statistics, for each discipline.
· To document the resources currently available to meet these requirements.
· To identify any extra resources needed to meet these requirements, including the re-purposing of existing resources.
· To identify appropriate good practice at other HE institutions in supplying support.
· To identify and propose new initiatives in providing resource (e.g. in web-based support material and diagnostics).
· To identify any requirement for a centrally provided resource, such as a staffed drop-in centre for students and/or support for staff in terms of advice and appropriate learning materials.
· To examine, if appropriate, the development of Key Skills modules in degree programmes to include the required basic mathematical skills
As a result the present project started in May 2004. The project is based in the SAGE Faculty and is headed by Dr Heather Finlayson with Dr Bill Foster as the Numeracy Support Coordinator and Matt Davis of the SAGE Faculty Office as administrator. The project initially is aimed at finding out the extent of any support needed for new entrants and then acting on this information to supply where possible Schools within all three Faculties with relevant help in numeracy skills. Note that this help is aimed at new entrants in all Schools and is not limited to SAGE. Following the brief from UTLC, meetings were arranged with the relevant domain experts and/or Chairs of Teaching Committees within Schools.