Dr. Rebecca Taylor, Nottingham Business School, Nottingham Trent University
18 January 2006
Since 1990 the teaching of mathematics to economics students has become increasingly challenging for universities across the sector, regardless of entry qualifications. Many Economics (or economics-related) programmes in the UK now have a mixed intake of students with either A-level or GSCE mathematics backgrounds (or equivalents) and the latter may lack practice in the use of mathematical concepts. In addition, the widening participation initiative has led to even greater diversity of student backgrounds, particularly in relation to mathematical skills. Consequently students often do not have the mathematical ability required to successfully complete their first year of study.
Such heterogeneous mathematical skills, coupled with the increasing national focus on interactive, student-focussed and inclusive learning will be addressed by this project through a three-pronged approach to learning that will meet the changing needs of economics students.
The project outcomes will comprise an online question bank of mathematics teaching and assessment materials specifically applied to concepts in economics, 5 interactive video units (covering 10 units of study) using streaming video, dynamic animation and student tracking to relate mathematical concepts to the field of economics and 10 teaching and learning guides that will present innovative and interactive approaches to teaching mathematical concepts to economics students. Topical flow charts will identify different ways to present concepts and to incorporate the question bank and video clips into teaching activities. An interactive website will also be developed to present the teaching and learning resources, to facilitate distance learning and to foster students' autonomy and ownership of the learning process.
The project is led by Dr. Rebecca Taylor from The Nottingham Trent University in partnership with the University of Portsmouth and Brunel University.