2. This talks about the development of resource-based learning using the computer as an essential tool with particular reference to students taking modules offered under the umbrella of the University Combined Program A central problem facing the mathematics components of many degree schemes is essentially that mathematical demands are made on students which many of them are ill equipped to cope with. Up to GCSE level, school mathematics concentrates much of its efforts on developing investigative skills not manipulative skills.
3. During the academic year 1991-92, the authors (W Middleton, D Curran) sought to urgently review the modules in mathematics offered to students at Sunderland in order that a perceived decline in the interest shown in the subject by students be reversed
4. The basic reasons for change are summarized below: The existing course consisted largely of traditional lectures supported by traditional problem solving tutorial sessions; The assessment methods were heavily dependant on the examination performance of the students;
5. By and large, the course ignored the potential impact of modern microcomputer software on teaching and learning; The traditional teaching methods employed mitigated against the full integration of computer based methods in the assessment of the course.
6. The advent of powerful user-friendly mathematical software has been used by many institutions to support traditional teaching methods. At Sunderland they determined to use the available computational power to create a computer-based learning environment in which the students would explore and assimilate mathematical knowledge at their own rate and in their own time.
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10. Strategy for Course Delivery The diagram summarizes the strategy generally adopted as the vehicle for the delivery of the courses in computer-based mathematics
11. Assessment The authors believe that an investigative approach to the teaching of mathematics should be supported by a similar approach to its assessment
12. At Level 1 50% coursework element allows time for substantial mathematical investigations to be undertaken and while the 50% examination element is machine based, the problems set are designed to test the student’s understanding of specific mathematical concepts.
13. At Level 22; at both levels module assessment consists of: 1. Individual assignments assessed by staff; 2. Group assignments involving staff, self and peer assessment 3. Examination in which the following criteria are used to decide the Pass/Fail outcome and the level at which grade points are awarded under the CAT Scheme now common across the University:-
14. Criteria 1 Students will be allowed to answer as many questions or part questions as they can and a summative mark of 40% or more will give the student a pass with at least five grade points being awarded;
15. Criteria 2 The performance of the student over (say) the best four questions answered will be used to determine the final examination mark and grade points awarded to the student subject to this mark not being allowed to fall below 40% for all students who have already reached this level on the summative score.
16. Impact The early signs are that the implementation of resource-based mathematics is having a positive and beneficial effect on the mathematical education of our students.
17. Student reaction to their close involvement in the teaching and learning process at all levels and the extra demands made on them because of this has been very gratifying, the students prefer the new way of working to traditional methods. The realization that group assessment can offer more than a traditional examination assessment is encouraging the students to accept roles in which transferable skills are acquired and to feel and be part of a team.
18. 3. At level 2 in 1993, all (Joint Honours) students reached a level in the computer based examination which the external examiner (Professor Alan Norcliffe from Sheffield Hallam University) regarded as acceptable.
