Mathematics as responsive tertiary education concerned with the needs of the students of the subject

Abstract

This paper attempts to explain why we have felt the need to alter the mode of teaching our undergraduate mathematics courses at Victoria University in New Zealand (change is also occurring at Massey University). It attempts to analyse the needs of the students and practical difficulties facing the lecturers. It involves a brief description of the system in New Zealand and the many and various ways in which we have attempted to alter, change and improve our mathematics teaching and some comments on the relative success of these methods.