Building on the MathSkills Network, this miniproject aimed to identify good practice in developing project briefs, implementing individual and group projects, and supporting students during projects and project assessment.
An area of learning that has great potential in developing mathematical skills and wider (graduate) skills is that of incorporating significant project-based activities within the curriculum. Most mathematics courses do include some elements of project work but the extent and depth of the provision in UK Mathematics Honours degrees has not been well documented and the QAA Overview [1] identified issues associated with projects as the ‘greatest weakness’.
More integrative learning within mathematics, such as provided by more focused project-based activities can help enhance a student’s academic performance, their employability, their confidence to engage successfully with the challenges of a rapidly changing world, and ultimately to greater endorsement of the benefits of taking a mathematic degree course.
The position of declining numbers of young people continuing to study mathematics post-16 in the UK is evaluated in-depth within the 2004 Report ‘Making Mathematics Count’ (Smith Report [2]) and in particular draws attention to the following possible factors:
1. the failure of the curriculum to excite and provide appropriate motivation; and,
2. the lack of awareness of the importance of mathematical skills for future career options and advancement.
Closer study reveals these comments are a specific reflection on the current mathematics provision 14-19 but are equally applicable at degree level if the supply of graduates with high-level mathematics capabilities is to be maintained. A key component part of a modern mathematics curriculum is the provision of project-based activities, which can be used to extend the understanding and application of knowledge gained by more lecture-based methods. Undertaking such individual or group activities, students can more readily engage in-depth learning on wider areas of their personal interest. They can also acquire important problem-solving skills needed to be successful in future careers in business, industry or research.
The universal provision of substantial project activities remains an underdeveloped area of the undergraduate mathematics curriculum. Such activities have the potential of promoting individual study, research and employability skills in students and of highlighting the versatility of mathematics graduates. This is particularly relevant at a time when a number of external influences are indicating that degree specifications should embrace an extended range of subject specific and wider skills.
[1] ‘Subject Overview Report Mathematics, Statistics and Operational Research 1998-2000’, QAA.
[2] ‘Making Mathematics Count’ – The Report of Professor Adrian Smith’s Inquiry into Post-14 Mathematics Education. February 2004, HM Stationery Office.