Auteur principal			Co-auteurs(s)
Nom :	Mr Boleslaw (Boz) Kempski		Nom :
Courriel :	b.kempski@apu.ac.uk		Courriel :
Institution ou compagnie:	Anglia Polytechnic University		Nom :
Département:	Mathematics and Technology		Courriel :
Ville :	Cambridge		Nom :
État/Province :	Cambridgeshire		Courriel :
Pays :	UK		Nom :
Type de présentation:	Conférence :  25 minutes.		Courriel :
Conférence et numéro :	ACDCA ,    Numéro : A10		Horaire :   Local :	dimanche, 12h00   1340
Site Internet :
Titre de la communication :	Preparing for the “Full Monty”
Résumé de la communication :
In the UK, and probably elsewhere, we are experiencing an increased diversity in the mathematical capabilities of students entering our universities. For example we encounter students who: • have a minimal mathematical background • are adult returners and have not studied Mathematics for some time • have managed to scrape through previous Mathematics courses and lack confidence • are forced (usually reluctantly) to take Mathematics to support a degree in Engineering or Physical Science • are reasonably competent in Mathematics but have some gaps • need to brush up on topics met previously In addition to these students, we have: • undergraduates who need extra support whilst taking taught courses in Mathematics – an increasingly large population • students who miss classes through illness etc. Some Institutions attempt to address this issue by providing Foundation or Bridging Courses, Mathematics Clinics or other form of remedial help. This type of provision needs additional resources and therefore cannot always be implemented. At Anglia Polytechnic University (APU), the author has begun a project to address the mathematical needs of the students described above. The aim of the project is to offer students an on-line learning menu for topics that have been identified as “troublesome” such as algebraic simplification or rearranging formulae. Currently the menu consists of: • Diagnostic quiz – to establish the extent of knowledge • Notes - such as those available for lectures and can be printed out or copied • Power Point Presentation – including audio features • Video based tutorial – this could be incorporated into Power Point • Assessment and feedback In other words, the student is offered the “full Monty” of learning experiences for each topic and, beneath this, for each contributing sub-topic. The student can thus choose the learning option to suit their needs. This is all provided within a WebCT environment and can be developed to provide discussion forums and other WebCT facilities. The author will endeavour to demonstrate some of this work which is still in the preparation stage, hence the title.