Abstract
SUMMARY The conventional pedagogy of maths teaching in Higher Education is one of transmission. These methods have been shown to fail on a number of counts. The paper describes how a foundation course maths unit was transformed from being teacher and content led into one in which students took almost complete responsibility for their own learning. The way of working is refeRIIE to as ‘Supported Open Learning’ — the materials used are free‐standing, but teachers have a central role in supporting, directing and giving feedback to the learner. The scheme was designed to encourage students to collaborate and to use a range of other materials, including books and computers. The assessment of the course was designed to encourage the learners to develop ownership and understanding of the mathematical concepts. In 1995/96 the course was run for 100 students within a plethora of institutional constraints. Students reported positive attitudes to the new methods.
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