Reaching the parts mathematics degrees don’t normally reach…, Michael Grove FIMA (University of Birmingham)
Abstract
In 2000, the report Measuring the Mathematics Problem first recognised the existence of a mathematics problem within the disciplines of mathematics, engineering and physics, and highlighted two areas of concern in particular: “a steady decline over the past decade of fluency in basic mathematical skills and of the level of mathematical preparation of students accepted onto degree courses”, and, “an increasing inhomogeneity in the mathematical attainments and knowledge of students entering science and engineering degree programmes”. The impact of these issues was profound, with “the decline in skills and the increased variability within intakes are causing acute problems for those teaching mathematics-based modules.”
In response there began a decade long programme of activity designed to address these issues which was undertaken by the entire mathematical sciences community to great effect. There has been an ever increasing number of students studying A-level mathematics and who go on to choose to study mathematics (and related disciplines) at university; further, they now arrive with some of the highest grades. While some issues, however, continue to exist, it is the case that the ‘Mathematics Problem’ as originally proposed has been well addressed.
However, there is perhaps an emerging issue. Tackling some of the challenges associated with this original Mathematics Problem may have led to others, and the problem itself has broadened. In particular, there are issues where even well qualified students experience difficulties when applying mathematics and solving problems.
In this talk I will briefly the review original Mathematics Problem and the response of the community, but in doing so I will discuss the evidence for this new problem. Substantially, I will discuss how, here at Birmingham, and through a new curriculum, we are working collaboratively with business and industry to not only help prepare our students for the transition to employment, but we are also helping them to develop as professional mathematicians capable and confident of tackling a range of real-world problems and challenges.
No charge is made to attend meetings and non-members are welcome.