Key reports resources

Recruitment to post-graduate mathematics programmes and to lecturer positions in mathematics departments in UK universities has become dominated by international students and staff. Although mathematics is generally regarded as ‘the universal language’, the reality is that different countries have very different cultures when it comes to the teaching and learning of mathematics. There are significant variations in the pre-university mathematical experience, in terms of the curriculum content, learning styles, levels of abstraction, and assessment methods. Even within the UK, a considerable number of pre-higher education mathematics qualifications are available and, it is not always clear what mathematics can be expected when students commence their degree programmes. With increasing numbers of international students and academic staff in UK HE, the scene is becoming more complicated. Students enter degree courses with a wide range of backgrounds and bring with them very different experiences. At the same time, academic staff, having experienced different education systems, may have some unrealistic expectations from their students. With an HEA Teaching Development Grant (Individual Scheme 2012 -2013), this research by Aiping Xu, Coventry University has investigated the mathematical cultures of a range of the main international suppliers (of students and staff) to UK HE mathematics departments. Using semi-structured interviews and online questionnaires, personal experiences of academic staff who have studied or taught more than two educational systems have been drawn upon. Some examinations have also been studied in detail.

This report is based on a presentation given by the author, Josh Hillman, on 17 March at the first Q-Step conference, Counting them in: quantitative social science and the links between secondary and higher education. Other presentations from the day are available at www.nuffieldfoundation.org/q-step. Josh Hillman is Director of Education at the Nuffield Foundation. Josh Hillman, Mathematics after 16: the state of play, challenges and ways ahead, (London: Nuffield Foundation, 2014)

A report on the mechanics problem on the transition to university by Mike Savage and Charlie Stripp. Findings and recommendations of a two-day symposium at the Møller Centre, Cambridge, 30th June, 1st July 2008.

This report by Michaela J Cottee, Amanda Relph and Karen Robins is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Business and Management discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and a discussion event is presented and used to inform findings and recommendations. (2014)

This report by Peter Dawson is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Economics discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and entrance qualifications. Evidence collected from a literature review and a discussion event is presented and used to inform findings and recommendations. (2014)

This report by Julie Scott Jones and John Goldring is one of a series of outputs produced by the Higher Education Academy STEM project: Skills in Mathematics and Statistics in the disciplines and tackling transition. The project seeks to provide a strong evidence base to inform dialogue between the pre-university and higher education sectors about the need for students to develop and apply mathematical and statistical skills within a range of discipline areas within higher education. Throughout a particular emphasis is placed on the transition into university study. The focus of this report is the Sociology discipline. The report examines a wide range of factors including the mathematical and statistical skills requirements within the discipline, key sector requirements and staff and student expectations. Evidence collected from a literature review, surveys and discussion events is presented and used to inform findings and recommendations. (2014)