Authors:Shazia Ahmed, Peter Davidson, Kate Durkacz, Calum Macdonald, Morgiane Richard, Alan Walker Pages: 5 - 19 Abstract: The Scottish Mathematics Support Network (SMSN) was formed in July 2008 with the aim of creating a support network for people working in Scottish universities who were involved with, or wished to be involved with, providing mathematical and/or statistical support for their students. The consensus of the SMSN is that increasingly more students need assistance with their basic mathematical and statistical skills than was the case in the past, and that consequently mathematics support is an area on which universities will need to focus on in future years. Through networking and professional development opportunities with other practitioners in the field of mathematics and statistics support, the SMSN have developed and maintained strong links with individual practitioners, and more broadly with like-minded groups such as the sigma Network and the Irish Mathematics Learning Support Network. With the provision of mathematics and statistics support becoming more prevalent in UK Higher Education institutions, it seemed timely to assess the current state of this provision in Scotland, and to compare with the rest of the British Isles. At the 2016 SMSN AGM, it was unanimously agreed that such a study should be carried out with the SMSN committee taking responsibility for conducting the research. PubDate: 2018-05-30 DOI: 10.21100/msor.v16i3.798 Issue No:Vol. 16, No. 3 (2018)
Authors:Mark Hodds, Aiping Xu Pages: 20 - 30 Abstract: The academic year 2016-17 was one of outstanding achievement for the sigma Mathematics Support team at Coventry University. We had a further increase in the take-up of sigma’s range of services by students from all faculties and our feedback has been enthusiastically positive. Above all, the team has taken some innovative approaches to support and inspire Coventry’s ever-growing body of students and staff. This article aims to provide insight into our services and to provide perhaps some inspiration and ideas that other support centres can use. PubDate: 2018-05-30 DOI: 10.21100/msor.v16i3.795 Issue No:Vol. 16, No. 3 (2018)
Authors:Cosette Crisan, Melissa Rodd Pages: 31 - 42 Abstract: Graduate Teaching Assistants (GTAs) are postgraduate research students who contribute to the teaching of undergraduates while they pursue their own doctoral research. This paper reports on a mathematics-specific 10 learning hour introduction to teaching for postgraduate mathematics research student GTAs. The principles that guided the design of the course are discussed and results from our practitioner research are presented. We found that ‘training’ could not be delivered in such a short course yet, paradoxically perhaps, education could be achieved, given the qualities of our GTA participants. PubDate: 2018-05-30 DOI: 10.21100/msor.v16i3.783 Issue No:Vol. 16, No. 3 (2018)
Authors:Helena Barbas, Thomas Schramm Pages: 43 - 51 Abstract: MINTFIT is a joint project of the HafenCity University Hamburg (HCU), Hamburg University of Applied Sciences HAW), Hamburg University of Technology (TUHH) and Universität Hamburg (UHH) together with the Hamburg Ministry of Science, Research and Equalities (Behörde für Wissenschaft, Forschung und Gleichstellung, BWFG) to support high school students and others interested in STEM studies. The MINTFIT Math Test is a diagnostic online test which gives its participants the opportunity to check if their math skills are sufficient for a successful start into the first terms of a STEM degree programme. PubDate: 2018-05-30 DOI: 10.21100/msor.v16i3.645 Issue No:Vol. 16, No. 3 (2018)
Authors:Dave Smith Pages: 52 - 54 Abstract: This opinion piece discusses accessibility difficulties that can occur when producing teaching materials with pdfLaTeX, especially for students using screen readers. Alternatives are discussed, with a particular focus on HTML+MathJax. As lecturers we should provide students with content in the most flexible form possible so that they are empowered to format the content in a way that is optimal for their needs. PubDate: 2018-05-30 DOI: 10.21100/msor.v16i3.829 Issue No:Vol. 16, No. 3 (2018)
Authors:Peter Rowlett Pages: 55 - 57 Abstract: Over recent decades, our community has operated numerous projects and produced countless resources. Certainly some of these were of their time and are now of limited value, but many still offer huge potential for those engaged with teaching, learning, assessment and support in higher education mathematics, statistics and OR. However, projects that are no longer running may not be in a position to advertise their resources, so how will people discover them' I write to propose a new feature in MSOR Connections that would offer short reviews of legacy resources. These could be resources for use with students or teaching practice guides. The aim is to shine a light on little-used, perhaps-forgotten but good-quality resources produced under now-defunct projects. PubDate: 2018-05-30 DOI: 10.21100/msor.v16i3.813 Issue No:Vol. 16, No. 3 (2018)
Authors:Peter Rowlett Pages: 58 - 59 Abstract: Part of the 'Review a legacy resource' feature, this article offers a review of the wiki created by the project Industrial Problem Solving for Higher Education (IPSHE), which offers a collection of mathematics project briefs inspired by industrial collaborations suitable for all undergraduate levels. This article provides a brief overview of the IPSHE resource. PubDate: 2018-05-30 DOI: 10.21100/msor.v16i3.814 Issue No:Vol. 16, No. 3 (2018)
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