Many students as they start out at university have many questions about how they will make the transition from school/college into university. Some of these questions focus on aspects of settling into a much larger place of learning whilst others will be about academic studies and for some the particular the role that maths will play – whether they are studying maths itself or using it to support the study of a subject like engineering.
Here we have some answers to students’ frequently asked questions about the issues surrounding maths in transition together with audio tracks of what some students told us in our interviews with them during the Transmaths research.
Q: All my friends seem to have different maths qualifications to me (e.g. A level, AS level, BTEC). Is that going to be problem for me in class/Am I on the wrong maths course/Am I at the wrong university?
A: It is not always apparent to lecturers how much understanding and previous knowledge of the subject a student may have on arrival at university, regardless of their qualifications. It is quite a challenge for lecturers to develop appropriate teaching practices and resources to accommodate the diverse range of experiences their students will have had. Often the difficulty for both student and lecturer is that maths, at university level, tends to build on what is assumed or believed to have gone before, unlike other subjects that may start from scratch eg engineering. If you have any concerns about your own situation, talk to your tutor.
Q: All my friends seem to know more maths than me even though we obtained the same grade at A level. Should I be worried?
A: Not at all. Your friends may have the same grade but it is quite usual for individual students to have very different understandings of important concepts as well as different dispositions towards further study and attitudes towards learning maths. If you are finding things difficult speak to your tutor/lecturers about this so that he/she can ‘pitch’ their teaching at an appropriate level that suits everybody. You can be sure if you are having a few problems then others (perhaps the majority) are in the same position.
Q: I only studied maths to A level. Some of my friends studied Further Maths and have a level of understanding that I don’t have. Will this put me at a disadvantage? What can I expect?
A: You won’t be in the minority. This is a challenge for both student and lecturer. Designing appropriate programmes of study that are responsive to students’ needs rely on prior knowledge of the syllabuses covered in school/college. Sometimes misunderstandings arise. For example a lecturer may assume that all students are familiar with ‘complex numbers’ when in fact, in most instances, only those students that have completed Further Maths A level are likely to have this knowledge. It is important to inform your tutor/lecturer of any maths he/she is assuming you know that you don’t. You can be sure that other students will be in the same position and will welcome your intervention.
Q: I’m finding my maths course ‘too easy’ (eg too basic). Is there something wrong with me? Where can I get help?
A: This is not unusual. The diversity of student needs – resulting from a range of different prior attainment and learning experiences – is not always easily catered for during transition to university. For example, some students with a good understanding of maths may find some programmes to be disappointing because they find their maths modules at university boring, unchallenging, uninspiring or ‘too easy’. Have a chat with your tutor/lecturer to find the best way forward.
Q: I’m finding my maths course ‘too hard’ (eg too maths based, too practical). Is there something wrong with me? Where can I get help?
A: This is not unusual. All students have different experiences of maths. For example, you may have studied maths within a vocational qualification. As a result, you may find university maths programmes very different – perhaps more abstract rather than applied - and your perception may be that maths at university is ‘too hard’. On the other hand you may have studied maths at A Level and feel that you have not have had much experience of applying mathematics in the ways expected at university. It may be that some of the ideas just take some time to think through. Perhaps talking with other students may help – it will certainly be the case that they too are finding things a little hard. However, you should also talk to your tutor / lecturer and ask what support is available – universities have done a lot to ensure that they support students in a range of different ways such as offering personal tuition in workshops or supplying on-line learning materials.
Audio file: Too hard
Q: There appears to be a change in emphasis from school maths to university maths that I don’t feel wholly prepared for. Is this usual?
A: Yes. You may find that at university maths appears more formal and abstract: it reflects more accurately the way that professional mathematicians are expected to think and communicate mathematically. Because school maths has to appeal to a large number of students it inevitably has to be presented in ways that are accessible and understandable even to those who will not study the subject beyond school.
Q: For example, I discovered that a ‘function’ in A level maths is not the same as a ‘function’ in university maths. Should I have known this before I started the course?
A: Not necessarily. At university, you will come across a definition of ‘function’ that requires a more abstract understanding of the concept (a relation between two sets that satisfy certain conditions) and finding the inverse of a function is not only a procedural matter any more (eg. You will have to consider whether a function has an inverse or not).
Q: My maths course seems ‘abstract’ and ‘disconnected’ from other subjects. I am having some difficulty in applying it to other subjects eg science, engineering, medicine. Is this unusual?
A: This apparent disconnection of the teaching of maths from the subject to which it will be applied is a very real issue for students. The knowledge and understanding a student develops in maths courses has to be transformed to support their developing knowledge and understanding in other subject areas. It is a real challenge for lecturers too who perhaps don’t always recognise how demanding this can be for a student and whose lack of familiarity with the latest developments in the maths A level syllabus may serve only to magnify the problem. It may be useful to raise the issue with a tutor/lecturer from the subject area in which you are expected to apply your maths. If you are finding this difficult you can be certain that it is an issue for many other students who will appreciate you for tackling it.
Q: My friends say lectures can be a bit ‘overwhelming’. Why is this?
A: Don’t be alarmed. This is quite usual. If you are not used to the size of the lecture halls, the number of students, the amount of new information to learn and the speed of the lectures, this can make your first lecture a daunting experience.
Audio file: Overwhelming
Q: What should I do in a lecture?
A: Students use lectures in many different ways. For example, some students like to take notes at a lecture (sometimes because the lectures are fast and furious) and then research the details afterwards. Other lecturers provide ready-made notes for their students in advance of the lecture which can be annotated as the lecture proceeds. Other lecturers prefer students not to take notes but engage in question and answer sessions. Some students discuss lectures within their tutorial groups to help identify what they need to get out of them. Whichever the case, it will be very much up to you how you use lectures to assist your learning. Try different approaches and decide what works best for you.
Q: Opportunities for students to discuss subjects or ask questions during a lecture seem very limited. Why is this?
A: Lecturers’ approaches to students vary. It may be that the lecturer has a lot of ground to cover and there simply isn’t the time available to adequately answer student questions there and then. In this case tutorials may be used for that purpose. Alternatively, it may be that the large number of students prohibits effective question and answer sessions. Whatever the reason, remember you, the student, have an opportunity to raise these points in your tutorial groups.
Q: What should I do in a tutorial/workshop/problem class?
A: Tutorials/workshops/problem classes (they have different names in different universities) provide an opportunity for students to be taught in smaller numbers and often to work collaboratively in small groups. They also provide an opportunity for a tutor to answer those questions that went unanswered during a lecture! Try to use these situations to draw on the teacher’s expertise to make sure that you are able to understand the important concepts of your course. Some students can find these classes as intimidating as lectures as they might feel that any lack of understanding can easily be exposed. If this is the case for you try to overcome these feelings by making a special effort to join in the class fully to ensure that you feel supported with your learning.
Q: I’m looking forward to learning ‘independently’. But what if I need help/support?
A: That will be there for you. Taking responsibility for your own learning does not mean you are abandoned by the university. Students always look forward to the challenge of having increased responsibility, especially in relation to their own learning. Most relish the opportunity to work independently but use supportive networks, whether they be formal (eg. support workshops, induction projects, remedial classes) or informal (eg. peer support groups, student led tutorials) to ensure they are able to do just that. If you aren’t informed about the support available make sure you ask your tutor/lecturer about what is available.
Q: My friends and I have formed our own maths study group. Is this a good idea?
A:Anything that supports your learning will be helpful. Peer support groups are very popular and widespread. Some lecturers actively encourage them, for example by designing problem-based learning modules that you work on in groups or through setting laboratory-based tasks in subjects such as in engineering and science. On the other hand such support groups can grow organically and informally being quite social and student led.
Q: What is the purpose of the ‘diagnostic test’?
A: This benefits both the student and lecturer by helping to identify an individual student’s need. For example, some students may need remedial support in some topics, in some cases leading to targeted workshops. Lecturers also use them to find out what a student already knows. This in turn can be used to create student groups of different attainment levels, taught by different staff and in different ways, to accommodate students’ different starting points.
Q: Is the ‘diagnostic test’ something I should prepare for?
A:That really is up to you as an individual student to decide. Most students are given prior warning of the test and some do prepare for it. Sometimes it can fall within Fresher’s or Induction Week, which can be quite a testing time in itself for all students!
Q: I’m struggling to apply maths to my engineering course because the maths principles I’m learning seem abstract and disconnected from it. What can I do to help myself?
A: This is not an uncommon problem for students following a maths module that is common for all those who are pursuing a range of engineering disciplines. Students in this situation report that they have benefitted from ways of working that include discussion and interaction with others in groups and approaches to learning that offer insight into problem-solving using maths in engineering contexts. For example, one student reports that he found it useful going through a question paper with a lecturer and a group of fellow students so that they were able to apply what they had learnt in lectures and labs to specific examples, to see if their understanding of both ideas and methods were correct.
Q: I didn’t realise how important maths was to my engineering course. Am I the only one in this position?
A: This is not unusual. Engineering, across its different branches brings maths and science together to provide the ‘intellectual’ toolkit for engineers to solve meaningful problems. It is the abstract nature of mathematics and its general applicability that provides its power and application across the different branches of engineering. Although at first this may mean that the maths may appear ‘abstract’ and ‘disconnected’ from engineering contexts. However, do try to persist - its usefulness will eventually become apparent. If you feel you are having difficulties, go and speak to your tutor/lecturer about your concerns.
Q: Should I take into account how maths will be taught when I choose a university course?
A: Some university courses stress the importance of maths in engineering and build this into their programme. For example, in one university, engineering students across all disciplines are taught maths by engineers as an entire cohort. The importance of maths is also particularly stressed in the programme, with extra provision and attention given to those who come with lower maths grades and qualifications, or who fall behind in weekly maths assessments. Some universities teach engineers from each discipline separately and therefore have smaller class sizes. Find out how different universities you are considering organise their teaching and if you have any preferences choose a university course that best suits you.
Q: How does the ‘Use of Mathematics’ programme compare with more traditional mathematics programmes?
A: The Use of Mathematics programme is designed to offer a wider range of different ways of engaging with maths than a more traditional A level. Students who have been through this programme, develop an awareness of the diverse ways of solving problems using maths; how maths can be used to model different situations; and a deeper understanding of maths through coursework. Some students also found the use of technology beneficial, whether as a tool in learning maths or as a mathematical tool in applying maths.
Q: What are the benefits of coursework as part of the ‘Use of Mathematics’ programme?
A: Overall, students have positive experiences of modelling through coursework. Coursework provides the ‘space’ to engage with substantial mathematical modelling problems in meaningful contexts and also provides opportunities to develop conceptual understanding.
Q: I was totally unprepared for the mathematical demands required as part of another subject. What support can I get?
A: Almost all universities offer some form of support workshops for students who want help with maths. Don’t assume that only ‘weak’ students use such facilities: even postgraduates often find they need assistance with new or particularly difficult maths from time to time. Ask your tutor or lecturer what support is available as soon as you are feeling out of your depth –don’t leave it until it is too late.
The Transmaths website has been developed as part of the project:
Promoting participation and engagement in post-compulsory mathematics education for STEM
ESRC Award: RES-189-25-0235