Key reports resources

This mathtutor extention video shows Adam Smith discussing the place of mathematics in society, it's importance and why students are not continuing to study mathematics. The report 'Making mathematics count' is also available. This resource is released under a Creative Commons license Attribution-Non-Commercial-No Derivative Works and the copyright is held by Skillbank Solutions Ltd.

This Guide is based on findings from a project funded by The Australian Learning and Teaching Council (ALTC). After discussion on the history, nature and roles of learning support in mathematics and statistics in Australia, it synthesizes the findings of the project to provide information for the university sector on the need for, and the provision of, such support. The project was funded by the ALTC’s Leadership for Excellence in Learning and Teaching Program. The title of the project was Quantitative diversity: disciplinary and cross-disciplinary mathematics and statistics support in Australian universities, and its aim was to develop national capacity and collaboration in cross-disciplinary mathematics and statistics learning support to enhance student learning and confidence.

This report is published under the auspices of The Learning and Teaching Support Network (Maths, Stats & OR), The Institute of Mathematics and its Applications, The London Mathematical Society, and The Engineering Council. The findings and recommendations in this report emerged from a seminar at the Møller Centre Cambridge, 10-11 May 1999.

This volume arose from a conference, Addressing the Quantitative Skills Gap: Establishing and Sustaining Cross-Curricular Mathematical Support in Higher Education, held at the University of St Andrews in 2007. The aim of that conference, and of this volume of collected essays, is to explore the logistics and economics of establishing and sustaining institution-wide mathematics support provision. We explore a range models for delivering mathematical support accommodating an even wider range of budgets. Additionally, we identify how universities can call upon their maths support provision to demonstrate that they are addressing institutional agendas including quality enhancement, employability and skills, the first year experience, flexible delivery, retention, and the student learning experience. Looking to the future we note how mathematics support has broadened from its original focus on the STEM subjects and discuss how emerging technologies are being exploited for its provision.