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Breadth versus depth: a new first year module providing an introduction to the range of mathematics

Breadth versus depth: a new first year module providing an introduction to the range of mathematics

Bradshaw, Noel-Ann, George, E., Lakin, Steve, Mann, Tony and Ramesh, N.I. (2012) Breadth versus depth: a new first year module providing an introduction to the range of mathematics. In: CETL-MSOR Conference 2011: Conference Proceedings. The Maths, Stats & OR Network, 2012, pp. 28-32. ISBN 978-0-9569171-2-6

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Abstract

Most mathematics graduates have studied some parts of the subject in considerable depth, but they may have little, if any, knowledge of those branches of mathematics which were covered in the options they did not choose or which were not available to them. This limited view of the subject may in practice restrict their awareness of options for further study.
The authors introduced a new core course, Mathematical Technology and Thinking, for first year mathematics undergraduates at the University of Greenwich. Part of this course involved weekly workshops giving overviews of areas of mathematics not otherwise covered in the curriculum. This paper will discuss issues in the development, delivery, assessment and evaluation of this part of the course over the last three years.

Item Type: Conference Proceedings
Title of Proceedings: CETL-MSOR Conference 2011: Conference Proceedings
Additional Information: [1] CETL-MSOR Conference 2011: Continuing excellence in the teaching & learning of mathematics, statistics and opertional research. Coventry University, Coventry, UK, 5-6 September 2011.
Uncontrolled Keywords: mathematics,
Subjects: L Education > LB Theory and practice of education
Q Science > QA Mathematics
Pre-2014 Departments: School of Computing & Mathematical Sciences
School of Computing & Mathematical Sciences > Department of Mathematical Sciences
Related URLs:
Last Modified: 14 Oct 2016 09:21
Selected for GREAT 2016: None
Selected for GREAT 2017: None
Selected for GREAT 2018: None
URI: http://gala.gre.ac.uk/id/eprint/8310

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