Log in
Research conducted between 1997 and 2013 at Loughborough University helped to tackle the `mathematics problem': a significant challenge for the entire UK Higher Education (HE) sector. Significant impact during the assessment period has arisen from the development of Mathematics Support Centres at UK and international Higher Education Institutions (HEIs), based on the model developed at Loughborough University, and from an online resource, mathcentre. A collaborative network of practitioners has facilitated the dissemination of the `Loughborough Model', and resulted in changes in institutional policy and practice. Direct beneficiaries have been teaching and support staff in HEIs and students across a broad range of disciplines.
This case study describes how research at King's College London directly informed the Government's policy to ensure near-universal participation to age 18 in mathematics education within a decade. This research has shown that (i) England's participation in post-16 mathematics is unusually low internationally, and that (ii) mathematical attainment in England has fallen since the 1970s. This evidence has been cited by government ministers as the basis for their decision to change policy on the study of mathematics in post-16 education. Subsequent research into how other countries achieve high participation has informed the content and implementation of the policy.
The research improved the design and distribution of educational tests and software, textbooks, teaching materials, qualifications, and associated guides and research briefings in mathematics education. The MaLT project test papers have achieved sales of 350,000, with 382 interactive software versions. Some 27,000 certifications have been awarded using the Free Standing Mathematics qualifications. Research has influenced courses designed to aid transition into STEM in higher education, especially 13 programmes in seven universities engaged in a HE STEM funded mathematical modelling project.
By using the progress of his own research over the course of a year as a major narrative theme, in Finding Moonshine Marcus du Sautoy provides the public with unique insight into the content and nature of his mathematical research programme. The success of the book, published in 2008, in conveying the essence of cutting edge research, in elementary terms, attracted the attention of broadcasters and policymakers and provided a platform from which du Sautoy has been able to expand his public engagement activities to reach millions of people through TV, radio, public lectures, social media and interactive projects. His three part documentary The Code stimulated over a million viewers to play Flash games based directly on mathematical concepts. The phenomenal success of his unique brand of engagement in awakening an interest in mathematics, in both young and old, has had a great impact on society.
Eleanor Robson's research on mathematics in ancient Iraq has delivered impact in two key areas: improved teaching practices in the UK, USA and Pakistan; and increased public understanding of ancient mathematics and Middle Eastern history. Impact on teaching was primarily achieved through video conferences, a multimedia pack for schools downloaded over 14,500 times internationally, and a US teacher training programme. Impact on public understanding of ancient mathematics and Middle Eastern history was achieved through museum exhibitions, art works, radio programmes and contribution to non-specialist publications.
"Helping Engineers Learn Mathematics" (HELM) was a sector-wide developmental research project originating at Loughborough University. It impacted on:
a) Teacher awareness and understanding: in a climate of reluctant engagement and poor performance when undergraduate engineering students learn mathematics, the project raised awareness of research-based pedagogic approaches.
b) Teaching and learning practice: new modes of teaching and learning emerged (using HELM workbooks and CAA data banks) which were enthusiastically adopted across the sector.
c) Engineering education policy: policy-makers could see the value of acquiring HELM materials for staff and students to use, with or without adaptation.