Supporting mathematics education in UK engineering departments

Abstract

The past decade has seen a serious decline in students' basic mathematical skills and level of preparation on entry into higher education in the UK (Engineering Council), causing students to embark on engineering degree programmes without the necessary math skills required for the course. It is considered that the 'maths problem' has arisen from a number of factors including: (1) widening of access to higher education - resulting in the acceptance of students with much more diverse backgrounds and experiences of mathematics than previously, (2) inadequate mathematics preparation in school (pre-18 education) - due to a variety of causes including curriculum shortcomings, emphasis on assessment and league tables, and social influences. Unfortunately, the 'maths problem' is unlikely to be resolved at school level and so the responsibility lies with universities to combat this issue. In June 2000, the UK's Engineering Council recommended to all universities that students embarking on mathematics-based degree courses should have a diagnostic test on entry, and that prompt and effective support should be available to students whose mathematical background is found wanting by the tests. In April 2001, the engineering and mathematics higher education communities were surveyed to investigate how departments were responding to these issues and the report's recommendations. The survey received an excellent response and through the UK's learning and teaching support network (LTSN), national resources have been allocated to a project known as the LTSN MathsTEAM. This project will facilitate the transfer and embedding of both diagnostic testing and follow-up support into the UK engineering and mathematics higher education communities. The findings from the survey and the LTSN MathsTEAM project are discussed in this paper. (5 pages)