id: 06304865
dt: j
an: 2014d.00158
au: Perkin, Glynis; Croft, Tony; Lawson, Duncan
ti: The extent of mathematics learning support in UK higher education ‒ the
2012 survey.
so: Teach. Math. Appl. 32, No. 4, 165-172 (2013).
py: 2013
pu: Oxford University Press, Oxford; Institute of Mathematics and its
Applications (IMA), Southend-on-sea, Essex
la: EN
cc: B40 D35
ut: learning support; university education
ci:
li: doi:10.1093/teamat/hrt014
ab: Summary: Many higher education institutions have introduced some kind of
mathematics learning support provision in response to the
well-documented ‘mathematics problem’. In 2001 and 2004 two
independent studies were undertaken to assess the number of
universities offering mathematics learning support to students in
addition to that provided through lectures, tutorials and the personal
tutorial system. The results of these surveys showed a growth in the
number of institutions providing support from 46 to 66. In this article
we report on a survey carried out in 2012 to establish the current
position regarding the provision of mathematics learning support in UK
universities. In addition to determining the number of institutions
providing mathematics learning support-there has been a further rise to
88-the article analyses the distribution of mathematics learning
support by university mission group and by the type of support
provided. The main findings are that the extent of mathematics learning
support provision is largely independent of mission group and the
dominant provision is drop-in support.
rv: