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

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Teaching in the disciplines
OVERVIEW
This chapter has concentrated on the discipline-specific issues facing those engaged in
facilitating learning and teaching in mathematics and statistics in higher education,
considering these issues from the perspectives of pure mathematics, applied mathematics,
statistics and the impact of technology. In this we have taken particular care to consider
the ways in which teaching and learning in mathematics and statistics may be grounded
in the nature of these disciplines. While traditional methods enable us to present
mathematics as a system of ideas that is underpinned by logic, and applied to modelling
the real world, we have also seen that wider methods can help us to view mathematics
as a creative activity; one that is carried out by students facing their own challenge in
adjusting to study at higher education.
And now . . . Read the chapter again! Engage with it and reflect upon it. Consider how
you might apply or adapt the ideas proposed to your own practice. There are plenty of
other suggestions in the references. Disagree if you wish, but at least engage and know
why you teach the way you do. If we have given you something to think about in your
own approach, then we will be well on our way to improving the learning experiences
of students as they study one of the most inspiring and challenging subjects in higher
education.
REFERENCES
Appleby, J and Cox, W (2002) ‘The transition to higher education’, in P Kahn and J Kyle (eds),
Effective Learning and Teaching in Mathematics and its Applications, pp 3–19, London: Kogan
Page.
Brakes, W (2001) ‘Logic, language and life’, Mathematical Gazette, 85 (503), pp 255–266.
Croft, A (2001) Algebra Refresher Booklet, Loughborough: Loughborough University of
Technology.
Davies, N (2002) ‘Ideas for improving learning and teaching statistics’, in P Kahn and J Kyle
(eds), Effective Learning and Teaching in Mathematics and its Applications, pp 17–393, London:
Kogan Page.
Department for Education and Skills (DfES) (2004) Making Mathematics Count (The Smith
Report), London: DfES.
Durkin, K and Main, A (2002) ‘Discipline-based skills support for first-year undergraduate
students’, Active Learning in Higher Education, 3 (1), pp 24–39.
Engineering Council (2000) Measuring the Mathematics Problem, London: The Engineering
Council.
Garfield, J (1995) ‘How students learn statistics’, International Statistics Review, 63,
pp 25–34.
Gibbs G (1999) ‘Using assessment strategically to change the way students learn’, in S Brown
and A Glasner (eds), Assessment Matters in Higher Education, Maidenhead: Open University
Press, pp 41–53.
Haines, C and Dunthorne, S (1996) Mathematics Learning and Assessment: Sharing Innovative
Practice, London: Edward Arnold.