| Unit name | Perspectives in Mathematics |
|---|---|
| Unit code | MATH30024 |
| Credit points | 20 |
| Level of study | H/6 |
| Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |
| Unit director | Professor. Hobbs |
| Open unit status | Not open |
| Units you must take before you take this one (pre-requisite units) |
None |
| Units you must take alongside this one (co-requisite units) |
None |
| Units you may not take alongside this one | |
| School/department | School of Mathematics |
| Faculty | Faculty of Science |
Why is this unit important?
This course is excellent preparation for your future career, whether that be in big industry, startups, academia or education. You will use your maths background to develop your written and oral communication, understanding how technologies such as AI are changing how we communicate. You will experience working in groups and how to do this effectively, supporting each other through constructive peer feedback. The course provides options to learn about developing business ideas or to focus on areas of mathematics that extend your knowledge.
Whatever your future destination, being able to communicate confidently and appropriately in a range of settings is likely to be key. You may need to communicate technical mathematics to non-mathematical colleagues or to enthuse young people about the excitement and beauty of mathematics. Most workplaces will require you to work well as part of a team. You will need to meet deadlines and organise yourself effectively. You will need to be able to identify and work with technological advances, such as Generative AI.
How does this unit fit into your programme of study?
This unit is one of the two options in your third year that develop your communication skills. The focus within this Unit is on developing a range of communication skills as well as learning to work effectively with others, through providing constructive feedback and working in groups. If you choose the Enterprise option in the Unit you will learn and practise the skills needed to develop a business proposal. Alternatively, you will undertake a group project in an area of mathematics or mathematics education that extends your knowledge beyond current options offered in the School.
An overview of content
The unit is composed of individual and group activities that allow you choice to explore and communicate literature in maths or maths education; to explore mathematics that is new to you, or use the maths background you already possess to understand how to develop a business proposal.
Content will include:
How will students, personally, be different as a result of the unit
You will know about how to express ideas to non-technical and technical audiences and will be able to communicate confidently in a range of different settings. You will be confident in using AI as a digital tool and be able to understand how to effectively prompt an AI tool to communicate to a desired audience. You will know how to constructively evaluate work produced by an AI or a person. You will understand different team roles and be able to express your own strengths in order to work well as part of a team.. You will be able to develop and maintain healthy relationships within a team. You will know how to structure a business development proposal or will know more about an area of mathematics or mathematics education research. You will be able to organise yourself effectively to manage your time and meet deadlines.
Learning Outcomes
At the end of this Unit a successful student will be able to:
How you will be assessed
This Unit is coursework-assessed. There are four components within the Unit:
Tasks which help you learn and prepare you for summative tasks (formative):
Tasks which count towards your unit mark (summative):
When assessment does not go to plan
Re-assessment activities by activity:
If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.
If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. MATH30024).
How much time the unit requires
Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.
See the University Workload statement relating to this unit for more information.
Assessment
The assessment methods listed in this unit specification are designed to enable students to demonstrate the named learning outcomes (LOs). Where a disability prevents a student from undertaking a specific method of assessment, schools will make reasonable adjustments to support a student to demonstrate the LO by an alternative method or with additional resources.
The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study. For appropriate assessments, if you have self-certificated your absence, you will normally be required to complete it the next time it runs (for assessments at the end of TB1 and TB2 this is usually in the next re-assessment period).
The Board of Examiners will take into account any exceptional circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.
