A Handbook for Teaching and Learning in Higher Education Enhancing academic and Practice

Mathematics and statistics
❘
251
Additional modules or courses
Some providers mount specific modules/courses designed to bridge the gap, ranging
from single modules focusing on key areas of A level mathematics to one-year foundation
courses designed to bring underqualified students up to a level where they can commence
the first year proper. Specific modules devoted to consolidate and ease the transition to
university should be integrated as far as possible with the rest of the programme so that
lecturers on parallel modules are not assuming too much of some students. Foundation
years should provide a measured treatment of key material; a full A level course is
inappropriate in one year.
There are a number of computer-based learning and assessment packages that can help
(e.g. Mathwise, Transmath and Mathletics are all described on the Maths, Stats and OR
Network Website – www.mathstore.ac.uk). Again, these are best when integrated fully
within the rest of the curriculum, linked strategically with the other forms of teaching and
with the profiles and learning styles of the individual students. It is widely accepted that
simply referring students with specific weaknesses to ‘go and use’ a computer-aided
learning (CAL) package is rarely effective. On the other hand, many middle-ability
students may be happy to work through routine material on the computer, thus freeing
up teachers to concentrate on the more pressing difficulties.
Streaming
Streaming is another way in which the curriculum can be adapted to the needs of
incoming students as a means of easing the transition. ‘Fast’ and ‘slow’ streams, practical
versus more theoretical streams and so on are being used by a number of providers who
claim that all students benefit (e.g. Savage, 2001).
Use of coursework
Regular formative coursework is often a strong feature of good support provision; it may
help in this to find some way effectively to make this work a requirement of the course,
as Gibbs (1999) suggests. Fast turnaround in marking and feedback is seen to be effective
in promoting learning, with possibilities for students to mark each other’s work through
peer assessment (see Chapter 10). This area is of particular importance given that student
satisfaction surveys regularly highlight feedback to students as an issue of concern.
Another criticism in the earlier Subject Reviews was the similarity of coursework to
examination questions. This and generous weightings for coursework may generate good
pass rates, but often simply sweep the problem under the carpet. There is a nice judgement
to make: avoid being too ‘helpful’ for a quick short-term fix, but encourage students to
overcome their own weaknesses.