Abstract
In this Case Study we describe the rationale, methodology and results of teaching Python as part of a third year optional Numerical Analysis module taken by undergraduate BSc Mathematics students at the University of the West of England, Bristol. In particular we focus on how we have used programming mini-tasks to engage and prepare students for using Python to complete a more significant piece of coursework, taken later in the course. These mini-tasks are marked electronically using the Dewis e-assessment system which provides the students with immediate and tailored feedback on their Python code.
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