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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/27469

Title: Community perspectives of mathematics and statistics support in higher education: building the infrastructure
Authors: Grove, Michael
Croft, Tony
Lawson, Duncan
Petrie, Moira
Issue Date: 2017
Publisher: © The Author. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications.
Citation: GROVE, M. ... et al., 2017. Community perspectives of mathematics and statistics support in higher education: building the infrastructure. Teaching Mathematics and its Applications, https://doi.org/10.1093/teamat/hrx014
Abstract: Over the last two decades, mathematics support has, increasingly, been seen by higher education institutions as a vital mechanism for helping students enhance their mathematical and statistical skills, particularly as they make the transition to university study. Several studies have shown the growth of mathematics support across the higher education sector within the UK, Ireland and beyond. Others have demonstrated its impact upon learners. However, few have explored the extent to which mathematics support is embedded within institutions or the extent to which it is likely to be sustainable. Such analyses are important for both the institutions themselves and the many colleagues who are working to develop mathematics support into an area of study in its own right. Here, we report on a survey of 47 institutions offering mathematics and statistics support within the UK. Findings show that, within many institutions, mathematics support is now embedded as part of student-focused institutional support provision. Further, its impacts are increasingly extending beyond those students who access the support: there is evidence that mechanisms are in place for feeding findings from mathematics and statistics support into mainstream teaching and learning and curriculum development. Significantly, the analysis shows that mathematics support offers good potential for sustainability such that the legacy of national endeavours to establish it more widely will continue to exist into the future.
Description: Closed access until 20 October 2018. This article was published in the journal Teaching Mathematics and its Applications [© The Author 2017. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications] and the definitive version is available at: https://doi.org/10.1093/teamat/hrx014
Version: Accepted for publication
DOI: 10.1093/teamat/hrx014
URI: https://dspace.lboro.ac.uk/2134/27469
Publisher Link: https://doi.org/10.1093/teamat/hrx014
ISSN: 0268-3679
Appears in Collections:Closed Access (Mathematics Education Centre)

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