Module FOUD02C8: Mathematics 3

Department: Foundation Year (Durham)

FOUD02C8: Mathematics 3

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• Mathematics 1, Mathematics 2

Aims

• 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 student’s 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 student’s 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 focussing on operating with numbers and algebra (relevant to science and social science progression routes)
• To introduce skills to solve mathematical problems in real life contexts
• To introduce logical thinking by analysis, deduction and evaluation
• To introduce the ability to communicate work successfully
• To encourage interdisciplinary and collaborative studentship

Content

• Algebra
• Functions
• Calculus
• Sequence and series
• Vectors
• Matrices
• Mathematic problem solving

Learning Outcomes

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

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

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

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

• Students will be taught mathematics concepts and skills in seminar style, then challenged to apply them in a variety of contextual tasks that are designed to lead to achieving the module outcomes. These are supplemented by self-access materials, such as introductory videos or readings, alongside weekly tasks to support the learning. A weekly workshop is provided to reinforce the knowledge and skills and provide support to the students.
• 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 communication skills.
• There are two types of assessment in this module: Continuous Assessment and Tests.
• Continuous Assessment allows students to demonstrate the range and sophistication of their engagement with the module’s knowledge in response to specific mathematics questions, with the secondary focus on the key skills of academic communication, as the module progresses. Continuous Assessment helps to ensure students are making the appropriate progress.
• The primary function of the Tests is to allow students to demonstrate mastery of the skills of selecting and applying appropriate mathematical knowledge and techniques in solving mathematics problems. The secondary focus is to evidence the skill of effective academic communication under timed conditions. Test 1 also has the function of monitoring students’ progress in the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Although it is summative the continuous assessment also has formative effect since the students receive continuous feedback. This enables the students to work towards module outcomes and build competency towards the final summative assessment. Moreover, a weekly formative tasks are used to help students work towards module outcomes and to iteratively build competency towards each respective summative assessment.

■ 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