Seventh Annual Stakeholders’ · PDF fileWelcome to the 7th Annual Stakeholders’...

Mathematics Education Centre

Seventh Annual Stakeholders’ Report

August 2009

Contents

Summary 1

The Centre, its Mission, Personnel and Management 2

Mission Statement 2 Structure and Management of the Mathematics Education Centre 3 Membership of the MEC Management Committee 3 Mathematics Education Centre Staff 3 Administrative and Computing Support 3 Physical Locations and Contact Details 3

Mathematics Learning Support Centre 4

Eureka Centre for Mathematical Confidence 5

Postgraduate Certificate in Mathematics Support 6 and Dyslexia/Dyscalculia in HE/FE

Statistics Support 6

sigma 7

Research 9

Innovations in Teaching and Learning 10

Outreach Activities 11

Awards 12

Grants 13

Seventh Annual Stakeholders’ Report August 2009

SummaryWelcome to the 7th Annual Stakeholders’ Report of the Mathematics Education Centre. This report gives us an opportunity to provide you with an overview of the many developments that have taken place during the last twelve months and to outline some of our plans for the future. The Mathematics Education Centre (MEC) was established in 2002 and joined with the Department of Mathematical Sciences in 2005 to form the School of Mathematics. In 2005, the Centre was designated a Centre for Excellence in Teaching and Learning (CETL), now known as sigma, in recognition of its longstanding excellence in the delivery of university-wide mathematics support.

The MEC houses the highly-regarded Mathematics Learning Support Centre which offers services to any students needing help with basic mathematics and statistics. It oversees the development and delivery of the teaching of mathematics and statistics to most engineering students. Research in the MEC has a particular focus on the teaching and learning of mathematics and statistics in the higher education sector.

2008/9 has been an exciting year, with many developments of the work of the Centre. In the Research Assessment Exercise (RAE) of 2008, 50% of the MEC’s return was graded at international level. This was the first time the MEC had been returned in the RAE and it can now be seen to be an important contributor to the profile of a research-led university. The result is a credit to all concerned and provides us with a solid platform from which to move forward.

Within the University the work of sigma, in its fourth year, is having an impact on the learning experience of a greatly increasing number of students. The two drop-in centres, in West Park and Central Park, are fully operational and numbers of student visits to the Centre have significantly increased. The Statistics Advisory Service has been a highlight of sigma provision and many research students are taking advantage of the free one-to-one appointments available. Statistics workshops continue to be very popular and are always fully booked. Over the lifetime of sigma, MEC staff have developed expertise in the use of new technologies, such as Tablet PCs for recording lectures and Electronic Voting Systems and these are now being used to enhance the student learning experience. The Eureka Centre for Mathematical Confidence continues to provide invaluable mathematics support to students with additional needs and has introduced a highly successful series of workshops for students who lack confidence in mathematics. Beyond Loughborough and Coventry Universities, sigma hubs in the South-West of England and Scotland have been set up and discussions are underway regarding the setting up of sigma hubs in the North-East of England and the Republic of Ireland. Thus many others institutions are benefitting from sigma resources and the expertise of sigma staff and this has led to an increasing national and international profile for the Centre.

Outreach work with schools and colleges has continued to develop. Students who wish to study Further Mathematics at AS- and A-Level but who cannot do so within their own schools have been taught within the University through the Leicestershire Further Mathematics Network Centre. A former Loughborough University student, who is now a successful businessman, has awarded the MEC funding for three years to develop curriculum resources. Supported by a local packaging company, resources relating GCSE Shape and Space topics to the design and manufacture of packaging are being developed. In addition, staff run workshops on University Experience Days, Science and Engineering Week, promotional events and Fun Days.

It is a privilege to have taken over as Director of the MEC and to build upon the excellent foundations laid by Professor Tony Croft who was Director of the MEC until January 2009. I would like to take this opportunity to express my thanks to Tony for the outstanding work he has done in leading the MEC since its inception in 2002 and for ensuring such a smooth handover. Tony continues as Director of sigma and Professor of Mathematics Education.

There are many exciting challenges lying ahead for the MEC, including: building upon our RAE result; developing the high-profile work of the MLSC and Eureka Centre for Mathematical Confidence; consolidating our position as a leader in the provision of engineering mathematics teaching; ensuring continuation funding for sigma’s external work; maintaining the high profile outreach work and links with local schools. We have an enthusiastic team, eager to pursue excellence in teaching, research and all our support and outreach activities and we look forward to embracing these challenges.

I hope you will enjoy reading about the work of the MEC. For further details, please visit the Centre’s website http://mec.lboro.ac.uk or contact the staff concerned, or me directly.

Carol Robinson, Centre Director, August 2009 ([email protected])

Seventh Annual Stakeholders’ Report August 2009 1

The Centre, its Mission, Personnel and ManagementMission StatementThe Mission of the Mathematics Education Centre is to become an internationally-recognised centre of excellence in the research into and practice of learning, teaching and support of mathematics and statistics in higher education.To achieve this it will:

M1 build upon its reputation, and the expertise of its staff in the education of students from a range of disciplines who need to study mathematics or statistics, by aspiring to research, develop and deliver teaching and support which is distinctive and of high quality;

M2 maintain oversight of the development and delivery by the School of Mathematics of an outstanding service teaching commitment to the Faculty of Engineering;

M3 maintain the high level of mathematics support for engineering undergraduates and develop further its mathematics support for other groups of students;

M4 continue to investigate practical and pedagogical aspects of learning mathematics, especially involving the introduction of emerging technologies and to disseminate expertise gained within the University and beyond;

M5 build upon the foundations of educational research laid since 2002 by developing an overt and rigorous research agenda which will provide a guiding force in the drive for excellence in learning, teaching and support, and which will achieve national pre-eminence in the field of mathematics education in the higher education sector;

M6 develop its provision of a statistics advisory service, which is currently open to all Loughborough postgraduate students and final year undergraduates, to include provision of support for academic staff;

M7 build upon its strength of research into, and delivery of mathematics support for, neuro-diverse students, through the Eureka Centre for Mathematical Confidence;

M8 remain at the forefront of, and contribute to, developments nationally in the teaching, learning and support of mathematics and statistics in higher education, and to continue to contribute to relevant national initiatives including those aimed at increasing the supply of mathematically-prepared students for STEM subjects;

M9 work with local schools and other organisations to develop community-university cooperation, to further mathematics education generally and to ensure a high profile presence of mathematics within local outreach activities.


Structure and Management of the Mathematics Education CentreAt its inception in 2002, the MEC was a Science Faculty Centre having strong ties with the Department of Mathematical Sciences and the Faculty of Engineering. On 1st August 2005, the MEC combined with the Department of Mathematical Sciences to form the School of Mathematics. The work of the Centre has been guided by a Management Committee comprising senior members of staff from all three faculties of the University.

Membership of MEC Management Committee (2008-09):Dr Martin Harrison, Associate Dean (Teaching), Faculty of Science (Chair)Professor Ken Parsons, Dean, Faculty of ScienceProfessor Steve Rothberg, Dean, Faculty of EngineeringProfessor John Dickens, Associate Dean (Teaching), Faculty of EngineeringDr Paul Byrne, Associate Dean (Teaching), Faculty of SSHProfessor Tony Croft, Director (Aug 08 – Jan 09), Mathematics Education CentreDr Carol Robinson, Director (Feb 09 – present day), Mathematics Education CentreProfessor Chris Linton, Head, School of MathematicsProfessor Rob Parkin, Head, Mechanical and Manufacturing EngineeringProfessor Yiannis Vardaxoglou, Head, Electronic and Electrical EngineeringDr Dave Coates, Business SchoolDr Vince Dwyer, Electronic and Electrical Engineering

Mathematics Education Centre StaffDr Carol Robinson (Director)Dr Lara Alcock (Lecturer)Julie Armett (Receptionist/Secretary)Dr Rod Bond (Further Mathematics Network Centre Manager)Richard Buxton (Statistics Support Tutor)Professor Tony Croft (Professor of Mathematics Education and sigma Director)Lesley Davis (University Teacher)Joan De-Souza (Receptionist, Secretary and Project Administrator)

Dr Richard Gadsden (Lecturer)Harry Gordon (Mathematics Support Tutor)Dr David Green (Visiting Fellow and sigma Evaluation Officer)Dr Rhian Green (Part-time Lecturer)Dr Martin Harrison (Associate Dean (Teaching), Faculty of Science)Dr Matthew Inglis (Lecturer)Dr Mohammad Jaffar (Part-time Lecturer)Professor Barbara Jaworski (Professor of Mathematics Education)Zakia Lashari (Receptionist/Secretary)Janette Matthews (Mathematics Support Tutor)Dr Leslie Mustoe (Senior Lecturer)Quang (Bob) Nguyen (Trainee Learning Technologist)Alun Owen (Visiting Lecturer)Dr Aruna Palipana (Learning Technologist)Dr Glynis Perkin (Progression Project Officer)Moira Petrie (Assistant Director – sigma)David Pidcock (University Teacher and HELM Project Manager)Barbara Rundle (Project Officer for Gifted and Talented Youth)Nicola Timpson (Mathematics Support Tutor)Clare Trott (Mathematics Support Tutor)Dr Alex Tyurina (Part-time Lecturer)Dr Joe Ward (Senior Lecturer)Clare Wright (Receptionist, Secretary and Project Administrator)

Administrative and Computing SupportAdministration associated with teaching and examining is carried out by staff in the School of Mathematics under the direction of Mrs Jo Corlett. Dr Keith Watling manages and supports the Macintosh computers used by Centre staff. A service agreement with IT Services ensures that staff and students using PCs in the Centre have access to the University network and relevant software.

Physical Locations and Contact DetailsThere are two locations on campus. The Mathematics Learning Support Centre located in W1.42 in the Sir David Davies building provides mathematics support, primarily for engineering, mathematics and physics students. The Centre in A0.39 in the Schofield building provides mathematics and statistics support for all students. The Schofield Building is also the location for the Eureka Centre for Mathematical Confidence. Most MEC staff are based in Schofield building.

General enquiries can be made by contacting reception (01509 228250). Further details can be found on the web-site http://mec.lboro.ac.uk.


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The photo below shows the view from the footpath towards the Sir David Davies Building, if you were walking past David Collett Hall, The Keith Green Building and Burleigh Court.

The glass entrance (photo below) leads straight into the Mathematics Learning Support Centre in Schofield Building.

Total Usage By Department – 2008/9Department Students Visits Percentage Percentage (Students) (Visits)Aeronautical and Automotive Engineering 70 237 4.04% 2.95%Business School 101 293 5.82% 3.65%Chemical Engineering 70 492 4.04% 6.13%Chemistry 32 80 1.85% 1.00%Civil and Building Engineering 109 263 6.29% 3.28%Computer Science 36 72 2.08% 0.90%Design and Technology 6 9 0.35% 0.11%Economics 138 516 7.96% 6.43%Electronic and Electrical Engineering 140 553 8.07% 6.89%English and Drama 2 2 0.12% 0.02%Geography 29 43 1.67% 0.54%Human Sciences 87 172 5.02% 2.14%Information Science 24 32 1.38% 0.40%Materials 28 66 1.61% 0.82%Mathematical Sciences 385 3259 22.20% 40.62%Physics 126 928 7.27% 11.57%Politics, History and International Relations 48 83 2.77% 1.03%School of Art & Design 1 1 0.06% 0.01%Social Sciences 19 30 1.10% 0.37%Sport and Exercise Sciences 30 99 1.73% 1.23%Teacher Education Unit 1 3 0.06% 0.04%Wolfson School 252 790 14.53% 9.85%

Grand Total 1734 8023 100.00% 100.00%Table 1 – Numbers of students and visits to the MLSC, 2008/9, grouped by department.

Mathematics Learning Support CentreThe Mathematics Learning Support Centre (MLSC) continues to support an increasing number of students from across the whole University. During this academic year there have been 8023 visits to the Centre, an increase of 1533 (or 24%) from the previous year. Figure 1 shows the cumulative number of visits (over both semesters) for the last seven years. Throughout both semesters the MLSC is open from 10:00 to 17:00 (Monday - Thursday) and from 10:00 to 16:00 (Friday). Each week there are 40 hours of drop-in support available. West Park (WP) offers 20 hours of mathematics drop-in support per week and Central Park (CP) offers the same number of hours with mathematics support being available in the mornings and statistics support in the afternoons. The statistics drop-in support is additional to that provided by the Statistics Advisory Service. The MLSC is also open during the Special Assessment Period, with drop-in support offered in the afternoons.


Professor Chris Linton, Professor Marcus du Sautoy and Dr Carol Robinson.

Figure 1 – Comparison of MLSC usage showing the cumulative number of visits for the seven academic years from 2002/3 to 2008/9

MLSC staff, in conjunction with six student ambassadors, have been actively promoting the Centre. Furthermore, members of staff from the Centre have been forging links with staff in departments that historically have not been strong users of the MLSC. Therefore, it is gratifying that the Centre is attracting students from all departments and providing a truly University-wide service. Table 1 shows the number of students and visits by department for 2008/9.

Since the opening of CP there has been a significant increase in visits by students from previously under-represented departments. For example, in the academic year 2005/6, prior to the opening of CP, there were only 26 visits made by the Business School (now 293), 98 by Economics (now 516), 15 by Politics, History and International Relations (now 83), 35 by Human Sciences (now 172) and 1 by Social Sciences (now 30). There has also been an increase in the number of Science and Engineering Foundation Year Studies students, with 349 visits in 2008/9.

Feedback from questionnaires has yet again informed us that the one-to-one drop-in support is highly valued by students using the Centre. The friendliness of the receptionists and the free aids to study have also been commented on favourably.

VisitorsVisitors from all over the world continue to travel to the MLSC, not only to appraise the showcase facilities and resources but also to learn how to set up mathematics support in their home institutions.

Highlights of the year included the visits of Sir Michael Tomlinson CBE and Professor Marcus du Sautoy (see picture right).


Eureka Centre for Mathematical ConfidenceSupport for Students with Additional NeedsMathematics and statistics support for students with additional needs continues to be the cornerstone of the Eureka Centre’s activities. There has been a large increase in the number of additional needs students seen. This applies to initial enquiries, screening and one-to-one support. In the academic year 2008/9, 65 students were seen, representing an increase of 55%. The number of hours of one-to-one support also increased by 23% on the previous year. Through this specialised support, many of these students have been able to successfully progress in their academic studies and move to independent learning. The additional needs team have supported a range of neurodiverse students, including students with dyslexia, dyspraxia, dyscalculia, attention deficit disorder and Asperger’s syndrome, as well as students with visual impairment. Each student now has an individual learning plan and the development of these has provided a rich platform for team discussions. The team has met regularly to discuss issues arising in the provision of service.

WorkshopsThe Eureka Centre for Mathematical Confidence ran a popular series of workshops throughout the year to enable any student who lacks confidence to refresh their skills. The workshops are designed to be generic and therefore applicable to a very wide range of students. They are open to any student. This year’s programme of workshops included: Employers’ Numeracy Testing, Budgeting Successfully, How to Make Your Calculator Work for You and Exploring Excel. The workshops were very well attended and positive feedback was received.

Increasing Mathematical ConfidenceFor some students in HE, mathematics anxiety often over-rides everything else and is born out of the fear of numerical, mathematical or statistical material. Mathematics anxiety is characterised by low mathematical confidence, leading to a negative, disempowering position. It is particularly prevalent among students with a neurodiverse profile that includes dyslexia, dyscalculia or dyspraxia. Following a successful bid to the Science Faculty’s SENDA fund, a small group was established to address these issues of mathematical confidence, with the aim of meeting on a regular basis and engaging in a series of specifically designed activities. The Eureka Centre for Mathematical Confidence is an ideal space for this as it is designed to be as user friendly as possible to allay such anxieties. Through the support group, it is hoped that students will grow in confidence and become more engaged in their mathematics. Sessions included: Getting Over the Wall, Using the Centre, Success in Exams, Effective Revision, Getting the most from Past Papers and Exam Panic.

sigma Secondment to the Eureka CentreGhada Nakhla (pictured right) is a Mathematics teacher at Solihull Sixth Form College. The key goal of her secondment was to identify and address college students’ mathematical perceptions, strengths and weaknesses. Students who were referred by teachers due to difficulties in understanding basic mathematics concepts, were tested using the DysCalculiUM screening tool, developed in the MEC. This provided a profile that highlighted the areas of difficulty each student had and Ghada then adopted a one-to-one teaching approach.

External recognitionAs evidence of Clare Trott’s growing recognition as a leading expert in the area of Dyscalculia, Clare was invited to contribute a chapter to Neurodiversity in Higher Education, Positive Responses to Specific Learning Differences, edited by David Pollak. This book brings together the expertise of a powerful group of authoritative writers. Moreover DysCalculiUM the dyscalculia screening tool, developed in the Mathematics Education Centre by Clare Trott and Nigel Beacham, is being professionally packaged and marketed by the company IANSYST and will be available from September 2009.

Statistics Support Statistics Advisory ServiceThe popular free advisory service continued in 2008/9, with Richard Buxton offering four hours consultancy in two two-hour slots and Richard Gadsden offering one two-hour slot per week during both semesters. In addition, Richard Gadsden offered appointments out of term-time on an ad-hoc basis, averaging two hours per week. Of the students and staff seen, over half required only one appointment (63 out of 103) and the most appointments for an individual were 6. This is similar to previous years. A summary of this year’s appointments is given below. As in previous years, the majority of those seen were final year undergraduates or PhD students, although four staff members and seven MSc students were seen. Students come from all areas of the University, as can be seen from Table 2, with a broad range of statistical topics being covered.

Postgraduate Certificate in Mathematics Support and Dyslexia/Dyscalculia in FE/HE The first cohort of students completed the Postgraduate Certificate in Mathematics Support and Dyslexia/Dyscalculia in FE/HE in June 2008, graduating in December 2008. Following some restructuring, it is planned to run the course again starting in February 2010. Applications are currently invited for this unique course, which has British Dyslexia Association accreditation at the Approved Teacher Status level.

Some of the successful PGCert students


Number of appointments (number of students)Faculty Department Final year UG PG + staff TotalEngineering Aeronautical and Automotive Engineering 0 (0) 6 (2) 6 (2) Chemical Engineering 0 (0) 1 (1) 1 (1) Civil and Building Engineering 3 (3) 12 (9) 15 (12) Electronic and Electrical Engineering 1 (1) 0 (0) 1 (1) engCETL 0 (0) 4 (2) 4 (2) Mechanical and Manufacturing Engineering 0 (0) 10 (8) 10 (8) Engineering Total 4 (4) 33 (22) 37 (26) SSH Business School 2 (2) 11 (5) 13 (7) Design and Technology 0 (0) 1 (1) 1 (1) Economics 1 (1) 0 (0) 1 (1) Geography 3 (1) 5 (2) 8 (3) Sport and Exercise Sciences 8 (4) 7 (5) 15 (9) Social Sciences 0 (0) 3 (2) 3 (2) SSH Total 14 (8) 27 (15) 41 (23) Science Computer Science 0 (0) 7 (5) 7 (5) Ergonomics and Safety Research Institute 0 (0) 11 (4) 11 (4) Human Sciences 19 (14) 12 (10) 31 (24) Information Science 16 (10) 21 (10) 37 (20) Mathematics 0 (0) 1 (1) 1 (1) Science Total 35 (24) 52 (30) 87 (54) Total 53 (36) 112 (67) 165 (103) Table 2 – Numbers of appointments and students to the Statistics Advisory Service, 2008/9, grouped by department and faculty.

Statistics WorkshopsRichard Gadsden and Richard Buxton offered a series of nine Professional Development workshops in each semester. These covered a number of basic aspects of statistics including questionnaire design, introductory statistical methods, various statistical tests, experimental design and model fitting. The sessions were very well attended with all being oversubscribed.

In addition, ten PhD students in Regenerative Medicine were given a tailored set of eight workshops in the first semester, covering similar topics. Feedback suggests these workshops were all very well received.

Statistics Drop-In SessionsStatistics sessions were offered every weekday afternoon during term time in the Central Park MLSC. The increasing popularity of this service is evidenced by the increased usage of the MLSC by students from the departments of Economics, Human Sciences, Social Sciences, Politics, History and International Relations and the Business School (see Table 1).


sigmaIn January 2005, HEFCE designated Loughborough University (through its Mathematics Education Centre) and Coventry University (through its Mathematics Support Centre) as a Centre for Excellence in Teaching and Learning (CETL).

IntroductionSince 2005, sigma – Centre for Excellence in Mathematics and Statistics Support - has continued to build upon the extensive experience and reputation of Loughborough and Coventry Universities in the support of thousands of undergraduate and postgraduate students, from across the full breadth of these universities, who require some knowledge of mathematical and/or statistical methods to fully engage with their programme of study.

sigma has already:

l developed extensive and superb working environments;

l put in place extensive one-to-one support for students at all levels of study, including support for postgraduates and staff requiring help with statistics;

l encouraged pedagogic research aimed at better understanding the teaching, learning and support of mathematics and statistics throughout Loughborough and Coventry Universities; and

l stimulated growth of similar activity across the HE sector.

sigma is funded recurrently at £500,000 per annum until 2010 and in addition has received £2.35M of capital funding.

Activities In this Annual Report, the focus will be particularly on activities designed to engage students, and on efforts to establish networks of colleagues from around the UK and beyond who are interested in furthering mathematics support in their own institutions.

Student Ambassador Schemesigma is continually working to ensure that students from any department at Loughborough and Coventry Universities are aware of the facilities and resources available to help them improve their mathematics and statistics skills. To this end, a student ambassador scheme has been established, employing students from across each campus to promote the Centres and associated resources to their peers. The aim of the scheme is to empower the students to develop their own marketing plan for the year and identify key events and resources that they will develop to support this plan. This scheme has been running for two years at Loughborough University and, as well as producing innovative materials and holding a number of promotional events in the Library and other common areas, it has provided MEC staff with invaluable insight into the success (or otherwise) of existing approaches to reaching students, such as the publicity materials and induction presentations.

The student ambassadors at both Universities have created some excellent marketing resources, including short videos, posters and beer mat designs. Some of the poster designs can be seen to the right.

Student Ambassadors 2008/9Alexandra Demicoli, PsychologyHannah Jamieson, MathematicsAmanda Bobyk, MathematicsChigozie Ubanagu, Chemical EngineeringMatthew Blackmur, MaterialsPeter Ogden, Chemical Engineering


Summer Internshipssigma is also keen to engage with students in other areas of work, particularly the innovative uses of technology. To this end, sigma has developed a Summer Intern Programme where students are employed for 4 to 6 weeks to assist with technology-based projects. These have included evaluation of interactive whiteboard technologies, development of mathematics resources using LEGO® MINDSTORM NXT models, development of question banks for use with electronic voting systems and mapping mathematics learning resources to first year Information Science modules.

sigma-funded PhD studentsAs part of their professional development, sigma funded PhD students, working in conjunction with PhD students from the University of Limerick, organised the inaugural HEMEC (Higher Education Mathematics Education Conference). It was supported by the MSOR (Mathematics, Statistics and Operational Research) Network. The conference took place at Loughborough University on Friday 19th September 2008, with keynote speeches from Professor Dave Pratt (Institute of Education) and Dr Yvette Solomon (University of Lancaster). This was a successful event with over 30 delegates in attendance. Plans are currently being finalised for the next HEMEC event which will be held at the University of Limerick in November 2009.

sigma Hub NetworkThe sigma hub network scheme continues to develop and grow. The key aim of this scheme is to provide local access to sigma events and workshops as well as to build local support networks for those involved in mathematics support. The South West hub, co-ordinated through the University of Bath, has organised a number of workshops this year including one of peer mentoring and support and one, held at the University of Cardiff, focussing on evaluation of mathematics support provision. The Scottish Mathematics Support Network held its second annual meeting in June 2009, hosted by the University of Glasgow. Presentations at this meeting included an interactive LEGO® workshop, a session on the JISC funded MathAssess project and a session on the Statistical Understanding Made Simple (SUMS) project. The sigma Assistant Director, Moira Petrie, was invited to attend a preliminary meeting at National University of Ireland, Maynooth in February 2009, offering advice on establishing a similar network in Ireland. The Irish network has now held its first workshop, on questionnaire development. Moira also attended a meeting in June 2009 organised by the University of Leeds with a view to establishing a North East hub. The next meeting of this hub group is scheduled for January 2010.

Setting up the Scottish Maths Support Network, St Andrews.

The three summer interns for 2008/9 were Garry Maskell, Hannah Jamieson and Amanda Bobyk.


Research2008/9 has proved to be a significant year for research in the MEC. The first item to report is that the findings of the RAE proved to be extremely positive for our submission. More than half of our publications was judged to be internationally recognised or above, and more than 7% was judged at the highest level, world-leading. This return means that the MEC is seen to be clearly research active and an important contributor to the profile of a research-strong university. Our submission was for a relatively small group of researchers (7); recent recruitment at staff and PhD student levels adds strength to our research profile. Dr Matthew Inglis joined us as a lecturer and Somali Roy as a PhD student supervised by Dr Matthew Inglis and Professor Barbara Jaworski. PhD student Ria Symonds, supervised by Dr Carol Robinson and Professor Duncan Lawson (Coventry University), was successful in her PhD examination with a thesis entitled Evaluating Student Engagement with Mathematics Support and brings our number of PhD successes to 3. At the time of writing we are anticipating three new PhD students to join us in the academic year 2009/10. Continuing PhD students have all been successful in intermediate reviews of their work and progress. Visiting Fellow, Professor Yvette Solomon (from Manchester Metropolitan University), continues to work with the MEC.

Research in key areas of MEC activity is ongoing between staff and PhD students. This includes research into:

l the teaching of linear algebra – B. Jaworski and S. Thomas;

l the use of electronic voting systems in teaching mathematics – C.L. Robinson and S.O. King;

l mathematics students’ identities in mathematical transition, year 1 to year 2 – A.C. Croft & Y. Solomon;

l the use of examples in students’ learning of mathematics – L.J. Alcock and A.W. Edwards;

l mathematics and specific learning differences in higher education – C. Trott;

l student confidence in mathematical ability – A.C. Croft, M.C. Harrison and S.J. Parsons;

l the university-wide support of students learning mathematics – A.C. Croft, C.L. Robinson, D.A. Lawson and R.J. Symonds;

l inspiring Y11 school students to continue to higher education in mathematics (in collaboration with the NCETM and teachers in 4 schools) – R. Bond, D.R. Green and B. Jaworski;

l use of GeoGebra in university mathematics learning and teaching – D.R. Green, A.C. Croft, C.L. Robinson and B. Jaworski;

l using technology to help engineers learn mathematics – M.C. Harrison, D. Pidcock and J.P. Ward;

l approaches to the learning and teaching of mathematical proof – L.J. Alcock, M.J. Inglis and S. Roy;

l examining attitudes to statistics education and courses – R.J. Gadsden and M.P. Waaijer.

A sense of the diversity of research in the MEC can be gleaned from the topics and titles listed above. It therefore seems importance to emphasise the coherence of our overall research profile. We are committed to researching the teaching and learning of mathematics and statistics at university level; this includes mainstream mathematics, engineering mathematics, university-wide mathematics and statistics support and all activity related to these areas of study. Particularly it includes a study of the use of new technology in teaching-learning. It also includes related activity at school level where the transition to university mathematics is a significant factor. A major research proposal to the ESRC is currently in construction, unifying these areas in a developmental research approach to innovation in mathematics teaching-for-learning.

MEC Research Leaflets

Ria Symonds


Innovations in Teaching and LearningIn 2008/9, the MEC oversaw the teaching and development of 17 mathematics and statistics modules for engineering undergraduates. Staff in the MEC also taught on modules for mathematics undergraduates and Science and Engineering Foundation Year students. Most of the staff involved with teaching mathematics to engineering students use HELM (Helping Engineers Learn Mathematics) workbooks and associated computer assisted assessment. These resources have been developed through the involvement of staff in national teaching and learning projects. MEC staff are proactive in seeking to integrate new technologies into the teaching of mathematics and statistics, where appropriate.

e-Proofse-Proofs were first developed by MEC lecturer Lara Alcock in Autumn 2008 with the support of a Loughborough University Academic Practice Award. e-Proofs aim to capture the verbal explanation that would typically be offered by a lecturer in a way that makes both line-by-line deductions and overall structure explicit. They do this by offering a sequence of screens, each of which highlights parts of the proof. This highlighted version is annotated with boxes and arrows to indicate relationships among the lines, and an accompanying audio file offers a verbal explanation. An audio commentary accompanies the annotations. Lara has recently been awarded a JISC grant to extend this work – details on p13.

Electronic Voting Systems (EVS)MEC staff have been at the forefront of staff in the University who have embraced the use of EVS. Standard EVS handsets allow students to select a response to a multiple choice question. Anonymous responses are collated and displayed on a large screen and allow students and lecturer to gain immediate feedback on students’ performance. In 2008, Carol Robinson was awarded a Loughborough University Academic Practice Award to support this activity and set up a staff interest group in EVS. The group met four times in 2008/9. Average attendance was over 20 members of staff. From the very start it was emphasised that the aim of the meetings was to enable staff who use, or are interested in using, EVS to get together and learn more, from each other and the literature, about how to use these to best effect. The first meeting involved small group discussion and feedback to the main group on participants’ experiences and issues arising with EVS. Subsequent meetings have seen experienced teaching staff demonstrate different types of pedagogic uses of EVS, such as ConcepTesting. As part of her work Carol visited the University of Arizona, where staff have gained much experience in the use of EVS. Carol has recently been awarded a sigma grant to extend her work on EVS.

Tablet PCsA number of MEC staff are currently using tablet PCs to deliver mathematics lectures. The lecturer writes with a special pen on the screen of a tablet PC that is connected to a data projector. Any work done on the tablet is then simultaneously broadcast to the whole class. The tablet enables the lecturer to, inter alia, annotate notes, make comments and use colour schemes to highlight important points in a lecture. After the lecture the notes can be saved electronically and uploaded to the Learn server for students to view. Joe Ward has also created an audio recording of each of his lectures. These are proving to be very popular with students who miss a lecture due to illness or who wish to listen again to a lecture for revision purposes. There are considerable advantages for students with additional needs (e.g. dyslexia).

Promethean BoardProfessor Tony Croft has used the Promethean Interactive Pen Display in conjunction with the mathematical software Maple to enhance his teaching. Maple has the facility to insert a “canvas” within a Maple Worksheet. By using the interactive pen display it is possible to work through and write out solutions to pre-prepared mathematics problems in the classroom. The fact that this action takes place within the Worksheet means that it is straightforward to draw upon Maple’s extensive tools and graphics features. The figure shows a screen shot of a lesson on convergence tests.

Chart showing student response to a question on integration, with one of the options (option (a)) highlighting a common student misconception about double integrals.


Outreach ActivitiesFurther Mathematics NetworkThe Mathematics Education Centre is the fund-holder for the Leicestershire Further Mathematics Centre. AS and A2 Further Mathematics courses are taught at Loughborough University and in schools and colleges. Wherever possible courses are jointly taught by the Centre Manager, Dr Rod Bond, and local teachers with the intention of providing help and support for teachers to develop skills in delivering the courses. The Further Mathematics Centre is very much involved in promoting Mathematics to Key Stages 3,4 and 5 students through a variety of activities including University experience days, mechanics workshops, maths at work conferences, sessions for parents and students dealing with the importance of A level Mathematics and much more. We attempt to enthuse and excite young people regarding the beauty and importance of Mathematics and we hope that this will encourage them to carefully consider their choice of A levels and courses in Higher Education. The Further Mathematics Network makes every attempt to inform young people of the value of Mathematics. By using universities as venues for events, school students have the opportunity to gain experience of the environment and facilities that they can expect when they move to Higher Education.

NCETM ProjectThis is a research project funded by the National Centre for Excellence in Teaching Mathematics, to undertake research into how teachers can enthuse able Year 11 students to enjoy Mathematics and thereafter to continue with this subject at A level and beyond. Teachers from four schools/colleges have been involved and the Project has proved to be both challenging and stimulating for all involved. The work commenced in April 2008 and a final report will be submitted in December 2009. Interim findings have been presented at four National Teacher Conferences and much interest in the project has been expressed by teachers.

Packaging ProjectA former Loughborough University student who is now a successful businessman has awarded the MEC funding for three years to develop curriculum resources aimed at motivating Key Stages 3/4 students. Barbara Rundle is developing these resources which involve relating GCSE Shape and Space topics to the design and manufacture of packaging. Some ideas have already been tested and an extensive range of workshops are planned for 2009/2010. We are being supported by a local packaging company, Chesapeake Plc, Nottingham, who are inputting ideas to make the work as relevant as possible to actual industrial processes.

Nuffield Science BursaryAfter the success last summer of the Lego® Mindstorm Robot project, two Year 12 students will be working in the MEC during summer 2009. This will be a joint project with Snibston Discovery Park and the students will be challenged to produce a Maths Trail around the Park which will be of future use for school and family visits.

Widening ParticipationThe MEC supports the work of the Widening Participation Department in the University. There is input into University Experience Days, Excellence Hub activities, Science/Engineering Week projects, promotional events and Fun Days. It is vital that we inform young people of opportunities within Higher Education and the MEC is proud to be part of this activity.

Tutor, Jean Alexander, and Centre Manager, Dr Rod Bond, pictured with Further Mathematics Year 13 students from De Lisle Catholic Science College.

Nigel Stephenson, Technical Manager, from Rolls Royce, Derby, leads a workshop at a recent Year 10 Maths at Work conference.

Professor Tony Croft is pictured after presenting certificates to a team from Loughborough Grammar School who won the Leicestershire heat of the UKMT/FMN Team Challenge Competition. The winners went through to the National Final in February 2009.


AwardsIn July 2008 Professor Tony Croft was awarded a National Teaching Fellowship in recognition of a sustained and excellent contribution to mathematics education. Tony attended a special celebration event in September 2008 in London where he received £10,000 as part of the fellowship. This is being used for personal development in learning and teaching and will fund a study visit to Australia in October 2009. He has been invited to give seminars in the University of Sydney, Queensland University of Technology and the University of Queensland. Tony is pictured here with Professor Shirley Pearce, Vice Chancellor and John Selby, Director (Education and Participation) HEFCE, having been presented with his award.

In July 2009, Dr David Green received a University Medal for his outstanding contribution to the University and the Mathematics Education Centre. David joined Loughborough University as a Lecturer in Mathematics Education in 1973. In the early 1990’s David had the foresight to recognise that the need to support engineering students with their mathematics would grow. He secured Faculty funding to establish Loughborough’s first Mathematics Learning Support Centre in 1996. The success of the Centre and related activities in mathematics education was a catalyst for the formation of the Mathematics Education Centre in 2002. He retired in 2004 after 31 years of service but continues to play a very

valuable role in the Centre.

Janette Matthews received the Liz Ahrends Award in June 2009. The award, for £350, is intended to contribute to the work of freelance specialist tutors who are supporting students with specific learning difficulties (SpLDs). It was set up in memory of Liz Ahrends, a founder member of the Association of Dyslexia Specialists in HE. The Award is in recognition of the profound influence that one-to-one support has on the lives of students with SpLDs. Janettte has worked in the Centre for four years, assisting students on a one-to-one basis and in small groups. She works predominately with students with SpLDs who are preparing for employers’ numeracy tests, including the Qualified Teacher Skills numeracy test.

Research student, Samuel King, was a winner in the Loughborough University Graduate School Poster Competition (2009) and received £100.

Janette Matthews receiving her award from Peter Ahrends.

Dr David Green with the Vice Chancellor, Professor Shirley Pearce.


GrantsSome of the grants awarded to MEC staff in 2008/9 are highlighted in this section.

Project ExPOUNDMEC lecturer Dr Lara Alcock and head of e-learning Charles Shields have been awarded a highly competitive JISC Learning and Teaching Innovation Grant (£69,974) to develop a technological solution to the problem of helping students to understand abstract mathematical proofs. The funded project is based on e-Proofs – see page 10. Project ExPOUND (Explaining Proofs: Offering Understanding through Notated Demonstrations) will develop a web-based tool to allow academics to construct and share their own e-Proofs (http://expound.lboro.ac.uk).

mathcentre and mathtutor – National Mathematics Support at the School/University Transition

During the academic year 2008/9 Professor Tony Croft has been awarded two JISC grants. The first, valued at £80,000, is to upgrade the mathcentre (www.mathcentre.ac.uk) and mathtutor (www.mathtutor.ac.uk) websites and to make their resources available through the JORUM Education UK Repository. The second, valued at £31,965, is to work with the FETLAR team (Finding Electronic Teaching Learning and Assessment Resources) to enable mathcentre and mathtutor resources to be linked to other electronic mathematics support resources. Tony was director of the original

mathcentre project in 2003, which oversaw the development of the mathcentre website. Such has been the success of the two websites that they now receive hundreds of thousands of hits per month

from all over the world.

Tablet PCs – engCETL and MEC working togetherThe engCETL and MEC have been successful in securing joint funding from the Hewlett-Packard Innovation in Education Grant Initiative. They were one of only 50 selected proposals in Europe, the Middle East and Africa. The award includes several elements, including 22 Tablet PCs and is valued at approximately $100,000. MEC staff, Drs Carol Robinson and Joe Ward will be extending their work in using Tablet PCs to teach mathematics (see p 10) and will undertake research into the impact of this technology on teaching and learning. EngCETL will be working with staff and students in Design and Technology. Selected design students will use the Tablet PC to facilitate totally digital new product development.

Research GrantsDr Matthew Inglis has been successful in securing a highly-competitive ESRC grant. Matthew and Camilla Gilmore, a former colleague at the University of Nottingham, were awarded £90,321 for research into “Uncovering the sources of arithmetic”. Matthew has also been successful in being awarded a grant by the Esmee Fairbairn Foundation. Ian Jones and Camilla Gilmore of the University of Nottingham and Matthew were awarded £41,630. Their research will focus on “How should the equals sign be taught?”

Other GrantsMEC staff and research students have also had a very successful year in securing travel grants and a number of small grants from the Higher Education Academy Subject Centres and other sources.

Mathematics Education Centre Mathematics Education CentreLoughborough University Leicestershire LE11 3TU

Tel: 01509 228250 Fax: 01509 228211Email: [email protected] Web: mec.lboro.ac.uk 39

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