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Teaching Mathematics and its Applications 1997 16(4):196-199; doi:10.1093/teamat/16.4.196
© 1997 by Institute of Mathematics and its Applications
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Modular Courses-A Drip Feed Approach to Teaching and Learning?

SALLY TAVERNER

Sally Taverner joined the Department of Education at the University of Newcastle upon Tyne as a secondary mathematics PGCE tutor in April 1995. Prior to this she was head of the mathematics department at a local secondary school. Her research interests include the effect of modularisation on the teaching and learning of Alevel mathematics and strategies to improve the effectiveness of secondary mathematics teaching, in particular the integration of thinking skills techniques. However, her interest in children's early acquisition of number is increasing as her children progress through primary school!

Address for correspondence: Department of Education, University of Newcastle upon Tyne NE1 7RU, UK. (S.A.Taverner{at}ncl.ac.uk)
The effect of a modularly assessed course on teaching style has received very little attention. This paper starts to redress the balance. Using data gathered as part of the A-Level Information System (ALIS), a review is made of the types of learning activities, and frequency of their use, as perceived by sixth-form students. Most modular courses were found to be taught in a more didactic fashion than linearly assessed courses. The main exception to this trend was the SMP 16–19 course, where a wider range of teaching styles was employed.


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