The utility of mathematics support centre feedback to lecturers of large first-year university mathematics courses

2020 ◽  
pp. 1-19
Author(s):  
Anthony Cronin ◽  
Maria Meehan
Keyword(s):  
First Year ◽  
Mathematics Courses ◽  
University Mathematics ◽  
First Year University

scholarly journals Determining rotational deformity in broken forearms

2003 ◽  
Vol 44 (4) ◽  
pp. 561-568 ◽  
Author(s):  
Y. M. Stokes
Keyword(s):  
Differential Calculus ◽  
Practical Problem ◽  
Rotation Angle ◽  
First Year ◽  
X Rays ◽  
Conic Sections ◽  
Rotational Deformity ◽  
X Ray ◽  
University Mathematics ◽  
First Year University

AbstractTo assess rotational deformity in a broken forearm, an orthopaedic surgeon needs to determine the amount of rotation of the radius from one or more two-dimensional x-rays of the fracture. This requires only simple first-year university mathematics — rotational transformations of ellipses plus a little differential calculus — which yields a general formula giving the rotation angle from information obtained from an x-ray. Preliminary comparisons with experimental results are excellent. This is a practical problem that may be useful to motivate the teaching of conic sections.

scholarly journals Lottery Strategy: An activity for new undergraduate students to introduce and reinforce introductory statistical concepts

2016 ◽  
Vol 15 (1) ◽  
pp. 14
Author(s):  
Salim Neil Khan
Keyword(s):  
Probability Theory ◽  
Undergraduate Students ◽  
First Year ◽  
Classroom Activity ◽  
Mathematics Courses ◽  
University Mathematics ◽  
Machine Analysis

Most university mathematics courses involve the students studying a statistics module in their first year. However, depending on which modules they took at A-level, they arrive at university with varying degrees of interest and ability in statistics. This article presents a classroom activity that introduces and reinforces introductory probability concepts to help prepare and engage the students for the statistics that they will encounter on their course. In the activity, the students consider and contrast two different strategies for selecting numbers for a lottery, in order to conclude which is best under which circumstances. It comprises a mixture of experimentation using a lottery machine, analysis using probability theory, and simulation using computers.

scholarly journals Reliable application of the MATH taxonomy sheds light on assessment practices

2020 ◽  
Vol 39 (4) ◽  
pp. 281-295
Author(s):  
George Kinnear ◽  
Max Bennett ◽  
Rachel Binnie ◽  
Róisín Bolt ◽  
Yinglan Zheng
Keyword(s):  
Limited Range ◽  
Systematic Investigation ◽  
First Year ◽  
Assessment Practices ◽  
Calibration Process ◽  
University Mathematics ◽  
High Level ◽  
The University ◽  
First Year University ◽  
Insight Into

Abstract The MATH taxonomy classifies questions according to the mathematical skills required to answer them. It was created to aid the development of more balanced assessments in undergraduate mathematics and has since been used to compare different assessment regimes across school and university. To date, there has been no systematic investigation of the reliability of the taxonomy when applied by multiple coders, and it has only been applied in a limited range of contexts. In this paper, we outline a calibration process which enabled four novice coders to attain a high level of inter-rater reliability. In addition, we report on the results of applying the taxonomy to different secondary school exams and to all assessment questions in a first-year university mathematics module. The results confirm previous findings that there is a difference between the mix of skills assessed in school and university mathematics exams, although we find a notably different assessment profile in the university module than in previous work. The calibration process we describe has the potential to be used more widely, enabling reliable use of the MATH taxonomy to give insight into assessment practices.

Comparison of First Year University Mathematics Syllabuses: A Report on Behalf of the Universities and Schools Committee

1972 ◽  
Vol 56 (395) ◽  
pp. 2-4
Author(s):  
S. L. Parsonson
Keyword(s):  
Common Core ◽  
Mathematical Knowledge ◽  
Applied Mathematics ◽  
First Year ◽  
First Report ◽  
University Mathematics ◽  
The Core ◽  
Pure Mathematics ◽  
And Mathematics ◽  
First Year University

From its formation to the present time, one of the major concerns of the Committee has been the identification of a common core of mathematical knowledge that pupils with one or two A-levels in mathematics could, and should, be expected to possess. The ‘Core Syllabus in Pure Mathematics’ (published by the Association in 1968 with the support of the Schools Council) was one outcome of that concern. The first report is currently being revised, along with a companion report on Applied Mathematics (and Mathematics Applied).

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