Abstract

Increasingly, university programmes of study (courses), particularly in ‘service subjects such as engineering and science, require students to have knowledge of certain mathematical tools and techniques in order to deal with the quantitative aspects of their chosen subject area. In many institutions these problems have been addressed by the provision of foundation units (modules, often referred to as Level 0 modules) that are sometimes supported by the provision of additional tutorials, personalised study based on the results of diagnostic testing or bespoke help centres designed to provide support and encouragement to students facing a struggle with mathematics and statistics or even basic algebra and numeracy. While the main thrust of this problem is the province of those choosing courses based in areas other than the mathematical sciences, many would argue that it is also true of students choosing mathematically based degree courses. This is happening at a time when many universities are widening access to encourage applications from a much wider section of the population than was previously the case. The fact that many of these students are entering higher education after many years away from study can exacerbate the problem. One of the resulting consequences has been that those teaching undergraduate units (modules) in mathematics, particular service modules, cannot assume that their students have achieved an acceptable prior commonality in terms of their acquired mathematical skills and competencies. Further, even students who enter university straight from school or Further Education find difficulty in coping with the mathematical demands placed on them by service modules.