Innovation in Teaching and Assessing Mathematics at University Level

Abstract

Experiences of a project in 15 UK universities to collate, document and disseminate innovative strategies for the teaching and assessing of mathematics in higher education are used as the basis for discussion and reflection. The dominance of the lecturing/examining mode is reviewed and set in the university culture of mathematics, its teaching and learning. Reflecting on the project implementation, the authors focus upon four issues influencing mathematicians as university teachers: the match between the key project concerns and those of the community teaching undergraduate mathematics, the willingness to address the question ‘Why Change?’ the experience of promoting innovative practices to the academic community and the recognition of the need to promote and manage change.