The Scottish Mathematics Support Network

Ahmed, Shazia; Durkacz, Kate

doi:10.11120/msor.2012.12020042

Cited by 1 publication

(2 citation statements)

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“…In such circumstances, it is often the case that mathematics support staff are not on academic contracts. Frequent changes in staffing can impact on the consistency, availability and quality of support [82]. Similar issues are raised in [83].…”

Section: A Staffing Issuementioning

confidence: 93%

“…In the early 1990s, when institutional mathematics support was in its infancy, those who delivered mathematics support were typically academic staff from the mathematics department who provided mathematics support as an adjunct to their main roles of teaching and research. As mathematics support has become more embedded across the higher education sector and larger in scale, the staffing of support provision has diversified as revealed in a number of multi-institution surveys and single institution studies (for example, [66,73,82]).…”

Section: A Staffing Issuementioning

confidence: 99%

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The evolution of mathematics support: a literature review

Lawson

Grove

Croft

2019

International Journal of Mathematical Education in Science and

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Mathematics support, the provision of additional learning opportunities to, primarily, nonmathematics specialist undergraduates has grown significantly since the early 1990s, particularly in the UK, Ireland and Australia. Alongside the growth in volume of provision, there has been a marked increase in the amount of research and scholarship relating to mathematics support that has been carried out and disseminated. This paper reviews this literature and in doing so identifies areas in which mathematics support has evolved. This evolution has taken place in response to a range of crucial changes in the external policy and general environment and, in particular, in response to the changing nature of the so-called 'Mathematics Problem'. Key themes that emerge from the literature review, which are explored in detail, are the characteristics of students who engage with mathematics support and reasons why others do not; the role of the mathematics support tutor, who undertakes the tutoring task and how they are trained; the positioning of mathematics support within higher education structures; and the evaluation of the effectiveness of mathematics support.

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Section: A Staffing Issuementioning

confidence: 93%

Section: A Staffing Issuementioning

confidence: 99%