Can Peer Assisted Learning be Effective in Undergraduate Mathematics? by Francis Duah, Tony Croft, Matthew Inglis. Published November 2013 in the International Journal of Mathematical Education in Science and Technology 

(DOI:10.1080/0020739X.2013.855329)

 

Abstract: We report the implementation and evaluation of a ‘peer assisted learning’ (PAL) scheme designed to reduce the so-called “cooling off” phenomenon in undergraduate mathematics. “Cooling off” occurs when mathematics undergraduates lose motivation and interest in their studies, despite having previously actively chosen to study it at higher levels. We found that, despite concerns about the novel didactic contract inherent in PAL schemes, a majority of students chose to engage with the scheme, and that the student leaders of the PAL sessions were generally capable of implementing a student-centred pedagogy. Furthermore we found that students who attended the PAL sessions had higher achievement in their final examinations, even after controlling for their lecture attendance and prior attainment. We conclude by arguing that PAL may provide a useful mechanism for reducing the prevalence of the “cooling off” phenomenon in some – but not all – groups of mathematics students.

Recruitment and retention of students–an integrated and holistic vision of mathematics support by A.C. Croft, M.C.Harrison, & C.L.Robinson.  International Journal of Mathematical Education in Science and Technology

 (DOI:10.1080/00207390802542395)

Abstract: Students’ lack of preparedness for the mathematical demands of higher education is affecting a wide range of programmes in universities worldwide. In the UK this has been recognized at the highest levels and provoked several inquiries.

The ability to use mathematics in courses as varied as nursing, biosciences, and business is an essential skill for success. Any factors that diminish students’ ability to perform competently will impact upon large groups. Consequences include failure, loss of self-esteem and financial losses. Conversely, strategies that improve performance lead to improvements in retention, progression and cost-effectiveness.

This article details the way a research-led university has faced the challenges and brought mathematics support high up its strategic agenda, leading to a university-wide support strategy. It describes the implementation of this strategy and shares experiences gained for the benefit of policymakers and practitioners who are interested in enhancing their own institution-wide support provision.

Tony Croft's Inaugural Lecture  (6th October 2011, Loughborough University)

Making it all add up!   The changing landscape of mathematics support in higher education.

 

Synopsis: During the past twenty years a change has taken place in universities throughout the UK and beyond. There has been a realisation that within all institutions there are now students who have not had the opportunity to develop fully the mathematical skills required for success in their courses, and who need additional help beyond that traditionally provided.  Mathematics support has evolved from being something of a cottage industry to become an establshed part of the provision of a well-found university. Today, mathematics support addresses institution-wide priorities such as quality enhancement, employability and skills, the first year experience, flexible delivery, inclusivity, support for postgraduate students, the national STEM agenda and the student learning experience. In this lecture, Professor Croft will chart the development of mathematics support through the nineties up to the present day and illustrate the many ways that students’ experience of higher education has been enhanced as a consequence.

 

 

Tony Croft's Public Lecture for the East Midlands Branch of the IMA: 

Some interesting observations on the early history of differential equations. (May 23rd 2013).

 

Abstract: Anyone who has studied mathematics beyond school level will, at some stage, have met ordinary differential equations.  The theory of differential equations is so important that it is regarded as a branch of mathematics in its own right. Whilst there are many books on the history of mathematics and particularly the history of the calculus, there is not a great deal of literature explicitly about the early history of differential equations. In this talk I will  address questions such as: what did the first differential equations look like, who were the key players and what were these differential equations used for ?