More Maths Grads

More Maths Grads was a three-year project funded by the Higher Education Funding Council for England to develop, trial and evaluate means of increasing the number of students studying mathematics and encouraging participation from groups of learners who have not traditionally been well represented in higher education.

The More Maths Grads was delivered by teams in three areas, the West Midlands (led by Coventry University), East London (Queen Mary, University of London), and Yorkshire & the Humber (University of Leeds), for the three years 2007–9, while Sheffield Hallam University undertook a national study to assess the higher education curriculum and to try to increase the scope of mathematics courses to allow real choice for a wide range of students.


Outreach to Schools- a Good Practice Guide

This guide arises from the More Maths Grads project, and it is intended to show what has worked in the project. It provides some evidence of that success in the form of comments from students and their teachers, and gives examples of what might be done. It shares experiences of how to find suitable partners and...

Maths Careers Booklet

This booklet, provided by More Maths Grads aims to promote studying mathematics by listing the the benefits of following mathematical courses, dealing with cultural preconceptions about the subject and by giving detailed advice on future careers using mathematics.

This resource has been developed by More...

Developing Mathematical and Statistical Skills in the Engineering Workplace

A research report written by Kevin Golden for More Maths Grads which aimed to develop a market research led strategy for identifying opportunities for continuing professional development programmes involving mathematics and statistics within the workplace.

As a case study, this particular report uses the...

What Makes a Mathematics Degree Work for Mature and Part Time Students?

This research report written by Charles Lee, Antony Marsh and Michael Parker for More Maths Grads presents an evidence based model for the factors to be taken into account in the design of a mathematics degree programme which is both attractive and structurally appropriate for mature and part time students.



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