Hi Kim

 

In the faculty of Health, Education and Life Sciences  at BCU maths is also embedded into programmes.    We use a layered model of support for numeracy as follows:

 

1.    Large mixed ability workshops where the content is embedded. Students who struggle with maths are then directed to the more personalised layers of support. 

2.    Small group bespoke tutorials.  The students form their own groups and book a tutorial.

3.     Lunch time drop in tutorials.  These work for students who have some muddy points that need clarification.

4.    One to one tutorials.  Students prefer these as they get closer to the heart of the problem without the distractions of the large groups.  Students who are aware of their difficulties will request tutorials even before they access the embedded content.

5.    Online resources consisting of video tutorials and paper based materials.

 

The programmes include Nursing, ODP, Paramedic Science and Nursing Associates.

 

I am currently working towards my doctorate which will be an investigation into basic numeracy support in the HE context.

 

I actually presented our model of support to your colleagues at De Montfort Uni recently.

 

Please stay in contact.

 

Kind regards

David

 

 

 

Hi all,

 

My name is Kim Fisher and I am a Senior Lecturer in Maths for Science in the School of Pharmacy at De Montfort University. This means I am embedded into a specific department rather than being part of centralized maths support for the whole of DMU. I have been in the School of Pharmacy for around 14 years and have worked full-time at DMU for the last 2 years.

 

My main areas of teaching are:

·         Pharmaceutical calculations (basic numeracy questions where extracting relevant information is very important)

·         Mathematics (starting with very basic maths and leading up to differential equations but not beyond A-level)

·         Statistics (project support for a wide variety of topics including meta-analyses, questionnaires and lab data).

 

I teach on 4 undergraduate science courses and none of them require maths at A-level although there is, of course, a considerable amount of mathematics on each course. I am very keen on investigating ways to teach maths when the students in the room have mixed abilities due to their differing incoming maths qualifications and fears around the subject and I’ve had some success with using a flipped classroom. If anyone would like to share insights into this kind of thing then I’m all ears!

 

Best wishes,

 

Kim.

 

Kind regards,

 

Dr Kim Fisher

BSc, PhD, FHEA

Senior Lecturer in Mathematics for Science

Academic Practice Officer

Deputy Admissions Tutor (MPharm)

School of Pharmacy

HB2.03

0116 257 7897