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Please use this identifier to cite or link to this item: https://dspace.lboro.ac.uk/2134/9062

Title: Mathematics support—support for all?
Authors: Pell, Godfrey
Croft, Tony
Issue Date: 2008
Publisher: Oxford University Press on behalf of The Institute of Mathematics and its Applications © The authors
Citation: PELL, G. and CROFT, T., 2008. Mathematics support—support for all? Teaching Mathematics and its Applications, 27 (4), pp. 167-173
Abstract: Mathematics Support Centres are to be found in various forms in the majority of UK higher education institutions. They have been established in order to ease widespread and serious difficulties that a significant number of students have with mathematics, particularly at the school–university transition. They usually offer mathematics and/or statistics support to students across the full range of disciplines studied. Anecdotal evidence suggests that those students who make good use of such centres are not just those who struggle with mathematics. Many frequent users are quite competent and simply want to do better. The study reported here describes and analyses data from one cohort of engineering students. A novel aspect is the quantification of the proportion of support centre visitors who fall into these, and other, categories. We conclude of the cohort in the study, mathematics support has improved the pass rate by ∼3%. Of the failures, about half (∼4% of the sample total) could well have passed had they attended the mathematics support centre regularly. Furthermore, the majority of those attending were not students who were in danger of failing. This has important implications not only for the design of mathematics support provision, but also for the performance of the high fliers. The methodology offers one way tackling the difficult task of evaluating the effectiveness of mathematics support initiatives.
Description: This is a pre-copy-editing, author-produced PDF of an article accepted for publication in Teaching Mathematics and its Applications following peer review. The definitive publisher-authenticated version is available online at: http://teamat.oxfordjournals.org/content/27/4/167.abstract
Version: Accepted for publication
DOI: 10.1093/teamat/hrn015
URI: https://dspace.lboro.ac.uk/2134/9062
Publisher Link: http://teamat.oxfordjournals.org/content/27/4/167.abstract
ISSN: 0268-3679
Appears in Collections:Published Articles (Mathematics Education Centre)

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