Module FOUD02F1: General Maths

Department: Foundation Year (Durham)

FOUD02F1: General Maths

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• The General Maths module supports the Foundation Programme aims by developing students use of number, supporting them to develop their numerical competency and academic communication of number by:
• Introducing a range of foundational mathematics skills in operating with numbers and algebra applied in a range of social science degree progression routes.
• Introducing skills to solve mathematical problems in real life contexts.
• Introducing statistical methods to represent, analyse, and interpret statistical data.
• Introducing logical thinking by description, analysis, deduction, and evaluation of real-life data.
• Introducing the ability to communicate work successfully.

Content

• Manipulation and solution of algebraic equations
• Graphs, functions and applications. 
• Sequences and series.  
• Introduction to calculus
• Foundation Programme learning outcomes are divided into three domains:
• Subject-specific knowledge: the subject knowledge that students should acquire by the end of the module (e.g. ‘theory, observation and interpretation in the selected areas of archaeological science research’);
• Subject-specific skills: skills specific to the particular subject or discipline (e.g. ‘reading and interpreting ancient texts in their original language’);
• Key skills: transferable skills that are not specific to the subject or discipline (e.g. ‘the structured presentation of information in written form’).

Learning Outcomes

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

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

• By the end of the module students will have demonstrated that they can:
• Use logical reasoning to produce clear and effective written work and when presenting mathematical methods leading to a conclusion.
• use of self-marking and self-assessment in continuous assessment to monitor progress, identify learning gaps, and foster a culture of academic resilience
• develop fluency in core mathematical techniques through timed assessment

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

• This module will be delivered using seminars and workshops/tutorials 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 achieve the module outcomes. The teaching allows for an interactive teaching/learning style which 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 workshops/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.
• Seminars
• Seminars are used to teach mathematical concepts and skills. Students are challenged to apply these in a variety of contextual tasks to develop their numerical competency and academic communication of number. Seminars allow students to work toward skill mastery via problem-based exercises in small groups or individually.
• Independent Study
• It is expected that students will take responsibility for their learning by choosing and setting individual learning aims as well as preparing for and reflecting on guided study. This will include deciding what study tasks to work on and what learning strategies to use, reflecting on feedback and improving future academic and university performance. Examples of independent study include completing orientation tasks, undertaking pre-reading, answering practice questions, and reading around a subject.
• Summative Assessment
• This module is assessed by portfolio. Individual portfolio elements allow students to demonstrate competency in the module’s learning outcomes and to develop epistemological maturity, self-regulation and essential academic communication skills. The assessments reflect the conventions and expectations of each student’s chosen degree discipline. Feedback is used to scaffold subsequent assessment in an iterative process of development.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

A range of formative tasks and exercises help students to iteratively build competency towards each respective summative assessment.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.