Tony Croft (aka Anthony Croft) is a leading and long-established author of textbooks for undergraduates. His publication list includes several books for undergraduate engineering students, and a more general text, Foundation Maths (6th Edition) for those embarking upon university courses in a wide range of disciplines including business, design, engineering, and science. A new (7th) edition of Foundation Maths will be published in Spring 2020 (see Pearson Education)
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Tony is now Emeritus Professor of Mathematics Education. At Loughborough University he taught mathematics to engineering students and those on specialist mathematics degrees. His research includes the development of mathematics support in UK Higher Education and the role of peer-support in undergraduate mathematics education. Indicative publications are given below. For a full list visit his pages on the
Loughborough University website
Engineering Mathematics - a foundation for Electronic, Electrical, Communications and Systems Engineers, Fifth Edition with Robert Davison, Martin Hargreaves and James Flint, published by Pearson in 2017. This book provides a very readable account suitable for first and second year students on engineering degree courses. Thorough coverage of Laplace, z and Fourier transforms means the book provides an excellent foundation for signal processing methods. There is a detailed introductory section on the discrete Fourier transform (dft) and the new edition includes a wide range of additional, modern applications in fields such as music technology and digital image processing.
ISBN13 9781292146652
Publisher's Website: Engineering Mathematics (Croft et al)
Mathematics for Engineers Fourth Edition & Fifth Edition with Robert Davison. The fourth edition of this successful book, published in 2015, provides a complete and comprehensive coverage of all essential areas of first year engineering mathematics for engineering students in any specialism. The fifth edition was published in 2019. It is student-friendly and readable throughout with hundreds of fully worked examples. There are interactive examples designed to engage the student in the learning process. An accompanying website is available which contains supporting resources for both students and lecturers. (Published by Pearson, 4E: ISBN 9781292065939, 5E: ISBN: 9781292253640).
Publisher's Website:
http://www.pearsoned.co.uk/HigherEducation/Titlesby/CroftDavison/
Foundation Maths, Sixth Edition with Robert Davison, first published by Addison Wesley Longman in 1995. It has been written for the non-specialist who needs a solid introductory grounding in mathematics for his or her higher education course. It is user-friendly throughout and the mathematics is explained in words as well as symbols wherever possible. This edition has links to on-line videos in which the authors work through examples and exercises.
ISBN 978-1-292-09517-2.
Publisher's Website: Foundation Maths (Croft and Davison)
Read the reviews on Amazon:
http://www.amazon.co.uk/Foundation-Maths-Dr-Anthony-Croft/dp/0131979213
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 ?