Patricia Egerton and Michael Cummings

Uni-wide modules for non-specialists

Patricia Egerton and Michael Cummings
From Innovations in Mathematics Teaching, SEDA Paper 87, 1994. Reproduced with permission.

Rationale

As is becoming widely accepted, among the general undergraduate population the level of numeracy is a cause for concern. Even those who have achieved a moderate success in mathematics at GCSE may still lack confidence in applying numeracy skills in daily life, or professional life, and may encounter a considerable barrier to career progression when faced with an employer's aptitude test. Mature students in particular may feel they have fallen through the mathematical net when at school, and then need to prove their competency in the subject before undertaking graduate employment. A surprising proportion of bright articulate students admit to a fear of mathematics.

It is equally true that virtually all graduates will need to use some numeracy skills in their future lives. Quite basically, they will be expected to be able to use a calculator. Undoubtedly they will need to understand and to interpret numerical and graphical information, given in the media or in the context of a job. In addition, since the concepts of mathematics underlie the quantitative approaches to problem solving, the collection and analysis of data, as well as the logic which underlies argument, all graduates need to appreciate ways in which mathematical communication can be used.

The Uni-wide Modules for Non-Specialists have been designed for students who are not following courses which include an advanced development of mathematics or statistics. Thus students enrolled on degrees such as engineering, computer science, mathematics are not expected to benefit, but students on courses in humanities or social sciences are given an opportunity to improve their numeracy. For students who recognise their own deficiencies these modules provide a study programme suited to their intellectual level and framed to build their confidence and enhance their skills.

Description

The two modules "Introductory Mathematics for Non-Specialists" and "Introductory Statistics for Non-Specialists" have been validated in this University for incorporation within a variety of degree programmes. In the existing modular structure a student may opt to study either or both, subject to the assessment of their Course Tutor that they are not overqualified. [Post-GCSE study of mathematics is deemed a bar; these modules supply a basic competence in the same way that ab initio study of a language does.] The Course Tutor also ensures that the modules are complementary to the course of study; credits are not given where the modules overlap directly with the core subjects. However, students may study the modules in addition to their core subjects, to provide remedial work or a support; this is recorded on the transcript of their achievement.

Each module runs for one semester of 15 weeks and, when incorporated into the degree programme, it supplies 10% of the 1st year credits. The organisation of teaching/learning is through a weekly keynote lecture followed by approximately 3 hours of directed study. Assessment is by 2 "take away" assignments and a 1 hour "open book " end test.

The project is innovative in combining:

(i) team teaching;
(ii) an adult approach to elementary concepts;
(iii) the use of the Open Learning Centre;
(iv) the encouragement of self-help working groups;
(v) the assessment of competence.

All the above aspects are used to help provide a supportive, non-threatening environment to build confidence as well as skills in mathematics.

(i) A team of 3 lecturers collaborates on each module. This provides a variety of personal stimulus to the students, and maintains a freshness of approach week by week.

(ii) The students are learning as adults so, while the material is elementary (number systems, calculator use, fractions, percentages, linear functions, bar graphs, scatter diagrams, etc.), the presentation of it respects their maturity. Examples are chosen with regard to their interests, and to current events.

(iii) The Open Learning Centre is a well resourced room, fully manned during terms, dedicated to the support of students' active learning. Thus, on a flexible and individual basis, tutorial support is available whenever the students are free to attend the OL Centre.

(iv) Within the Open Leaming Centre students are encouraged to work together forming self-help groups.

(v) The purpose of the assignments and end test is to assess understanding and competence. The "open book" format is used to lessen the anxiety many students suffer when faced with tests in this field.

Evaluation

In the year that these modules have been offered, the lecturing teams have been delighted at the level of enthusiastic takeup by students. Although 20 students would have been considered "respectable", in fact more than 50 students enrolled on each module. Many of the students are using the modules as a first step to getting the necessary qualification to embark on a PGCE course or similar professional course. Students who acknowledged a fear in approaching the subject tell tutors that they are surprised and pleased that they have actually enjoyed studying mathematics and statistics. Course tutors in different subject areas have been pleased to promote the modules.

The team has needed to develop styles of presentation suitable for fairly large groups, while retaining the informality necessary for encouraging the learning of elementary ideas. Copies of all the OHP transparencies are handed out to the students, as "primary" notetaking would be difficult for them. The fairly extensive Worksheets, distributed weekly, contain explanations as well as "sums"; they even contain jokes.

Communications regarding module organisation, across a wide spectrum of students, from many courses, was not always easy. The methods of communicating are being improved, and also a more rigorous approach to "cutoffs" will be applied next year. Optional formative assessments maybe offered in addition to the formal assessments. All results are given to the individual Course Tutors, as well as to the students.

There is anecdotal evidence that the increased confidence gained by success on these modules has actually influenced students' decisions to continue with their studies, e.g. in Politics. Thus even ostensibly non-mathematical courses may have their retention rates improved by incorporating these modules.

The lecturing team believes that they have recognised and addressed here a significant need among many undergraduate students. It is true that the level of teaching is a challenge for some lecturers, but while it is very different from "Service Mathematics" for engineering courses, it is felt to be most worthwhile initiative for other sections of the student body.

References

For an exposition of problems regarding numeracy among graduates:

(l) M Cornelius, "Raising the Numeracy of Higher Education Students", The New Academic, 1, 2, 16-17, Spring 1992.

The assessments and support for Numeracy and Problem Solving from MENO are under consideration for incorporation into the modules:

(2) Memo Thinking Skills Service, University of Cambridge Local Examination Syndicate, 1 Hills Road, Cambridge, CBl 3EU.

Students are encouraged to develop mathematically/statistically and to gain further qualification according to their needs:

(3) GCSE Boards.

(4) "Durham - Teesside Mathematics Test", for entry to several PGCE courses, etc. (for details contact Patricia Egerton, Teesside or Mike Cornelius, Durham).