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

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Mathematics <strong>and</strong> statistics<br />

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263<br />

Hibberd, S (2002) ‘Mathematical modell<strong>in</strong>g skills’, <strong>in</strong> P Kahn <strong>and</strong> J Kyle (eds), Effective <strong>Learn<strong>in</strong>g</strong><br />

<strong>and</strong> <strong>Teach<strong>in</strong>g</strong> <strong>in</strong> Mathematics <strong>and</strong> its Applications, pp 175–193, London: Kogan Page.<br />

Hurley, J F, Koehn, U <strong>and</strong> Gantner, S L (1999) ‘Effects of calculus re<strong>for</strong>m: local <strong>and</strong> national’,<br />

American Mathematical Monthly, 106 (9), pp 800–811.<br />

Kahn, P E (2001) Study<strong>in</strong>g Mathematics <strong>and</strong> its Applications, Bas<strong>in</strong>gstoke: Palgrave.<br />

Kyle, J <strong>and</strong> Sangw<strong>in</strong>, C J (2002) ‘AIM – a parable <strong>in</strong> dissem<strong>in</strong>ation’, Proceed<strong>in</strong>gs of the second<br />

International Conference on the <strong>Teach<strong>in</strong>g</strong> of Mathematics, New York: John Wiley <strong>and</strong> Sons.<br />

Lawson, D, Croft, A <strong>and</strong> Halp<strong>in</strong>, M (2001) Good <strong>Practice</strong> <strong>in</strong> the Provision of Mathematics Support<br />

Centres, Birm<strong>in</strong>gham: LTSN Maths Stats <strong>and</strong> OR Network.<br />

L<strong>in</strong>dley, D V (2001) Letter to the editor, <strong>Teach<strong>in</strong>g</strong> Statistics, 23 (3).<br />

London Mathematical Society (1992) The Future <strong>for</strong> Honours Degree Courses <strong>in</strong> Mathematics <strong>and</strong><br />

Statistics, London: The London Mathematical Society.<br />

Moore, D <strong>and</strong> McCabe, G P (1998) Introduction to the <strong>Practice</strong> of Statistics, New York: W H<br />

Freeman.<br />

Palmer, P (1998) The Courage to Teach, San Francisco, CA: Jossey-Bass.<br />

Pr<strong>in</strong>ce, M (2004) ‘Does active learn<strong>in</strong>g work? A review of the research, Journal of Eng<strong>in</strong>eer<strong>in</strong>g<br />

<strong>Education</strong>, July, pp 223–231.<br />

Quality Assurance Agency <strong>for</strong> <strong>Higher</strong> <strong>Education</strong> (QAA) (2001) QAA Subject Overview Report<br />

<strong>for</strong> Mathematics, Statistics <strong>and</strong> Operational Research, Bristol: QAA. Available onl<strong>in</strong>e at<br />

www.qaa.ac.uk/revreps/subjrev/All/QO7_2000.pdf (accessed 5 May 2008).<br />

QAA (2002) Benchmark<strong>in</strong>g Document <strong>for</strong> Mathematics, Statistics <strong>and</strong> Operational Research, Bristol:<br />

QAA. Available onl<strong>in</strong>e at www.qaa.ac.uk (accessed 29 September 2007).<br />

Sangw<strong>in</strong>, C J (2002) ‘New opportunities <strong>for</strong> encourag<strong>in</strong>g higher level mathematical learn<strong>in</strong>g<br />

by creative use of emerg<strong>in</strong>g computer aided assessment’, International Journal of<br />

Mathematical <strong>Education</strong> <strong>in</strong> Science <strong>and</strong> Technology, 34(6), pp 813–829.<br />

Sangw<strong>in</strong>, C J <strong>and</strong> Grove, M J (2006) ‘STACK: address<strong>in</strong>g the needs of the “neglected learners”’,<br />

<strong>in</strong> Proceed<strong>in</strong>gs of the First WebALT Conference <strong>and</strong> Exhibition, 5–6 January, The Netherl<strong>and</strong>s:<br />

Technical University of E<strong>in</strong>dhoven, pp 81–95.<br />

Savage, M D (2001) ‘Gett<strong>in</strong>g to grips with the maths problem’, A Maths Toolkit <strong>for</strong> Scientists.<br />

Available onl<strong>in</strong>e at http://dbweb.liv.ac.uk/ltsnpsc/workshop/reports/mathtoo2.htm<br />

(accessed 29 December 2007).<br />

Tall, D O (1999) ‘The cognitive development of proof: is mathematical proof <strong>for</strong> all or <strong>for</strong><br />

some?’, <strong>in</strong> Z Usisk<strong>in</strong> (ed.), Developments <strong>in</strong> School Mathematics <strong>Education</strong> Around the World,<br />

4, pp 117–136, Virg<strong>in</strong>ia: National Council of Teachers of Mathematics.<br />

Townend, M S et al. (1995) Mathematical Modell<strong>in</strong>g <strong>H<strong>and</strong>book</strong>: A Tutor Guide, Undergraduate<br />

Mathematics <strong>Teach<strong>in</strong>g</strong> Conference Workshop Series, Sheffield: Sheffield Hallam University<br />

Press.<br />

FURTHER READING<br />

Baumslag, B (2000) Fundamentals of <strong>Teach<strong>in</strong>g</strong> Mathematics at University Level, London: Imperial<br />

College Press. Based primarily on the UK higher education experience.<br />

Kahn, P E <strong>and</strong> Kyle, J (2002) Effective <strong>Learn<strong>in</strong>g</strong> <strong>and</strong> <strong>Teach<strong>in</strong>g</strong> <strong>in</strong> Mathematics <strong>and</strong> its Applications,<br />

London: Kogan Page. Based primarily on the UK higher education experience.<br />

Krantz, S G (1999) How to Teach Mathematics (2nd edn), Providence, RI: American Mathematical<br />

Society. Offers a US perspective <strong>and</strong> is full of solid, down-to-earth, sensible advice.

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