Mathematics support for science: a reflection of a blended and online development project

Abstract

The diverse range of backgrounds that students bring to university has many advantages, but also some challenges such as a wide range of mathematical experience and ability. A particular issue identified by staff teaching mathematics to the Science Fundamentals cohort was lack of engagement due to the material presented being too easy or too difficult, with the main concerns directed towards students who are weak at mathematics and others who lack some of the basic skills necessary for a successful undergraduate experience at Glasgow.Our experience from the Science Fundamentals course is that traditional lectures are a poor way to motivate the weaker students and the more collaborative models of teaching such as online and blended learning may be more appropriate. Following a two-year project, a suite of online resources was developed to supplement course material; students completed a ‘Mathematics Confidence Test’ to determine the level of support required and the number of mathematics lectures was cut down and replaced with tutorials aimed at the weaker students.We will discuss our experiences of running this project, reflect on feedback and discuss further plans for supporting the Science Fundamentals cohort in subsequent years.