Undergraduate Programme and Module Handbook 2010-2011 (archived)

# Module MATH3131: COMMUNICATING MATHEMATICS III

## Department: Mathematical Sciences

### MATH3131: COMMUNICATING MATHEMATICS III

Type | Tied | Level | 3 | Credits | 20 | Availability | Available in 2010/11 | Module Cap | None. | Location | Durham |
---|

Tied to | G100 |
---|---|

Tied to | G104 |

Tied to | CFG0 |

Tied to | QRV0 |

#### Prerequisites

- At least 3 Maths modules taken in second year, at least two of which are at Level 2.

#### Corequisites

- At least two other Level 3 maths modules..

#### Excluded Combination of Modules

- Mathematics Teaching III (MATH3121) or Level 3 project modules in any other Department.

#### Aims

- To allow an undergraduate to conduct a substantial piece of mathematical work as an individual initiative, and to write up and present it in a scholarly fashion.
- This will further the students' analytical skills and their abilities in oral or written communication.

#### Content

- Projects are deliberately very varied in topic and in approach required.
- Some need computation, some are theoretical, and most include both sorts of mathematics.
- All allow opportunity for independence and initiative.
- Some projects may involve an element of group work.
- Successful completion requires good organisation and management.
- This is the responsibility of the student, in regular consultation with the supervisor.
- Project work starts at the beginning of the 3rd year.
- A short oral presentation of the work is given near the end of the first term.
- The written report is completed by the start of the Easter term.
- The report is judged mainly on the content and structure, but poor typography can detract from the report.

#### Learning Outcomes

Subject-specific Knowledge:

- Students will have conducted a substantial piece of mathematical work, as an individual initiative, and have written it up as a project and presented it in a fashion appropriate to an audience of their peers.
- The work will demonstrate understanding of a specialised and complex theoretical mathematics and show mastery of a coherent body of knowledge.

Subject-specific Skills:

Key Skills:

- The process will further the students analytical skills and her/his abilities in oral and written communication.

#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

- The assessment for the poster and oral presentation of the project (worth 15% of the marks) gives means to measure how well students communicate the results of their investigations to an audience of level 3 mathematics students.
- The assessment of the written project will demonstrate the depth of personal initiative and understanding of the topic material.

#### Teaching Methods and Learning Hours

Activity | Number | Frequency | Duration | Total/Hours | |
---|---|---|---|---|---|

Preparation and Reading | 190 | ||||

Total | 200 |

#### Summative Assessment

Component: Project | Component Weighting: 100% | ||
---|---|---|---|

Element | Length / duration | Element Weighting | Resit Opportunity |

oral presentation and poster | 15% | ||

written project report | 85% |

#### Formative Assessment:

Work shown to supervisor at fortnightly meetings.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University