FOUD02A8: Mathematics 1

• None

• None

• Mathematics 2, Mathematics 3

• Programme Aims:
• Foundation students have 3 or 4 core components to their programme, depending on route. The CMT modules are designed to introduce students to concepts, methods and theories within the students chosen discipline, and provide a lens through which students engage with knowledge and knowledge creation in their chosen discipline. Meanwhile the Scholarship in Higher Education (SHE) module provides the tool-kit for their engagement and communication of knowledge; whereas the Advanced Scholarship in Higher Education module provides an iterative experience of bringing toolkit and lens together to provide students with the opportunity to actively engage in the process of knowledge generation and communication by completing a research project within the students chosen discipline. All students apart from Arts & Humanities also have a maths component.
• This module contributes to the overall aims of the Foundation Programme, which are aligned to FHEQ level four descriptors. By the end of the programme, students will have demonstrated
• knowledge of the underlying concepts and principles associated with their area(s) of study, and an ability to evaluate and interpret these within the context of that area of study.
• an ability to present, evaluate and interpret qualitative and quantitative data, in order to develop lines of argument and make sound judgements in accordance with basic theories and concepts of their subject(s) of study.
• evaluate the appropriateness of different approaches to solving problems related to their area(s) of study and/or work.
• communicate the results of their study/work accurately and reliably, and with structured and coherent arguments.
• undertake further training and develop new skills within a structured and managed environment.
• the qualities and transferable skills necessary for employment requiring the exercise of some personal responsibility.
• Module Aims:
• To introduce a range of foundational mathematics skills in operating with numbers and algebra applied in a range of social science degree progression routes.
• To introduce skills to solve mathematical problems in real life contexts.
• To introduce statistical methods to represent, analyse, and interpret statistical data.
• To introduce logical thinking by description, analysis, deduction, and evaluation of real-life data.
• To introduce the ability to communicate work successfully.

• Numerical and algebraic operations and simple problem-solving.
• 1. Graphs, functions (including logarithm and exponential) and applications
• 2. Sequences and series
• 3. Descriptive statistics and inferential analysis

Subject-specific Knowledge:

• By the end of the module students will have demonstrated the knowledge of:
• 1. A range of foundational mathematical concepts and notations
• 2. relevant methods for calculations and solving equations
• 3. a range of subject specific vocabulary

Subject-specific Skills:

• By the end of the module students will have demonstrated that they can:
• 1. use a range of relevant mathematical concepts in response to specific assessment tasks and maths problems
• 2. use relevant mathematical methods in response to specific assessment tasks and maths problems
• 3. use a range of relevant vocabulary in response to specific assessment tasks.

Key Skills:

• By the end of the module students will have demonstrated that they can:
• 1. produce clear and effective presentation of work.

• This module will be delivered using seminars on a weekly basis. Students will be taught mathematics concepts and skills, and then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes. The teaching allows for an interactive teaching/learning style which will encompass some lecture-style presentations by the teacher. These are supported by reference materials, such as introductory videos, module handbooks, handouts or notes posted on the VLE. Weekly tutorials are used to orient learning, support individual student needs, and to consolidate learning. Tutorials focus on problem-based exercises in small groups or individually.
• Summative Assessment: Assessments within this module are designed to provide opportunities to engage in an iterative process to develop students epistemological maturity, self-regulation, and academic report writing and academic communication skills.
• The primary function of the tests is to allow students to demonstrate mastering the skills of selecting and applying appropriate mathematics knowledge and techniques in solving mathematics problems. The secondary focus is on the key skills of academic communication under timed conditions (as they are likely to experience in their subsequent years of study). Tests 1A and 1B also have a function of monitoring students progress in the module. Test 2 is a three-hour test, however, the number of questions is written to allow students to complete them within two hours. This lessens the time constraint, hence reduces maths and test anxiety.

A range of formative tasks including class practice and regular check points are used to help students work towards module outcomes and to iteratively build competency towards each respective summative assessment. Progress Tests have also a formative effect since the students receive continuous feedback after end of each term. This enables the students to work towards module outcomes and build competency towards the final summative assessment.

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