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Teaching Mathematics and its Applications Advance Access originally published online on August 6, 2007
Teaching Mathematics and its Applications 2007 26(3):134-144; doi:10.1093/teamat/hrm009
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© The Author 2007. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org

The effectiveness of support for students with non-traditional mathematics backgrounds

R. J. Symonds, D. A. Lawson and C. L. Robinson

R. J. Symonds, Mathematics Education Centre, Loughborough University, Loughborough, Leicestershire. LE11 3TU. E-mail: R.J.Symonds{at}lboro.ac.uk D. A. Lawson, SIGMA (Coventry), Coventry University, Coventry. CV1 5FB. E-mail: D.Lawson{at}coventry.ac.uk

  Abstract

This article describes an initiative introduced at Loughborough University by SIGMA, a Centre for Excellence in Teaching and Learning (CETL), to support physics students who were mathematically less well-prepared than their counterparts. The article outlines how students were identified as being less well-prepared. These students were taught in a separate group, using different materials and a different teaching style, but the same assessment methods were used for both groups. An evaluation of the success of this initiative is made by comparing the results of the less well-prepared students receiving support in 2005–06 with those of the less well-prepared students (taught in the mainstream group) in 2004–05. A key outcome of this comparison is an increase in the pass rate from 48% to 67%.

Received December 2006. Accepted April 2007.


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