Get 20M+ Full-Text Papers For Less Than $1.50/day. Start a 14-Day Trial for You or Your Team.

Learn More →

Professional skills development for mathematics undergraduates

Professional skills development for mathematics undergraduates PurposeThe purpose of this paper is to describe the design and development of a final year undergraduate mathematics module designed to address professional skills development at a UK university, including via input to curriculum and assessment from employers, and to investigate student acquisition of skills from this module.Design/methodology/approachLiterature on skills development in mathematics informs module design and development. Students optionally completed Likert-style competency questionnaires before and after the taught module content, and reflected on skills development via an end of module questionnaire. Data collection took place over three academic years.FindingsSeveral key competencies exhibit median increases over the course of the module in each academic year, indicating a perceived skills development. Problem solving and presentation skills are particularly highlighted.Research limitations/implicationsNumbers of students were small, though the study is repeated with three different cohorts. Some students study mathematics jointly with another discipline and hence may have experience in skills development from the other subject.Practical implicationsThis study indicates that innovations in teaching style and assessment in mathematics modules can enhance student confidence and competence with key professional skills.Originality/valueUndergraduate modules in mathematics which have a focus on professional skills development are still fairly rare in UK universities. Often such modules do not embed the professional skills development activities with subject-specific technical tasks and projects as this module does. There are few formal studies of the effectiveness of this style of module, especially longitudinal studies covering several academic years. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Higher Education Skills and Work-based Learning Emerald Publishing

Professional skills development for mathematics undergraduates

Loading next page...
 
/lp/emerald-publishing/professional-skills-development-for-mathematics-undergraduates-4WaGfVQj1Z

References (15)

Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2042-3896
DOI
10.1108/HESWBL-01-2018-0010
Publisher site
See Article on Publisher Site

Abstract

PurposeThe purpose of this paper is to describe the design and development of a final year undergraduate mathematics module designed to address professional skills development at a UK university, including via input to curriculum and assessment from employers, and to investigate student acquisition of skills from this module.Design/methodology/approachLiterature on skills development in mathematics informs module design and development. Students optionally completed Likert-style competency questionnaires before and after the taught module content, and reflected on skills development via an end of module questionnaire. Data collection took place over three academic years.FindingsSeveral key competencies exhibit median increases over the course of the module in each academic year, indicating a perceived skills development. Problem solving and presentation skills are particularly highlighted.Research limitations/implicationsNumbers of students were small, though the study is repeated with three different cohorts. Some students study mathematics jointly with another discipline and hence may have experience in skills development from the other subject.Practical implicationsThis study indicates that innovations in teaching style and assessment in mathematics modules can enhance student confidence and competence with key professional skills.Originality/valueUndergraduate modules in mathematics which have a focus on professional skills development are still fairly rare in UK universities. Often such modules do not embed the professional skills development activities with subject-specific technical tasks and projects as this module does. There are few formal studies of the effectiveness of this style of module, especially longitudinal studies covering several academic years.

Journal

Higher Education Skills and Work-based LearningEmerald Publishing

Published: Aug 12, 2019

There are no references for this article.