Unlocking Potential Making Published Materials More Accessible John Sewell.
Mathematics support materials – accessible for all !
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Transcript of Mathematics support materials – accessible for all !
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Mathematics support materials – accessible for all !
Tony Croft – Loughborough University
Michael Grove – Higher Education Academy MSOR Network
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Mathematics support materials – accessible for all !
an aspiration !Tony Croft – Loughborough University
Michael Grove – Higher Education Academy MSOR Network
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Overview
mathcentre as the UK maths support framework some facts and figures to set the scene overview of resources available
Group Activity critical examination to influence how these
might be made more accessible feedback
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UK Support Structure
UK Mathematics Learning Support Centre Website
www.mathcentre.ac.uk
Pilot launched October 2003 Funded by the Learning and Teaching Support
Network (LTSN) Sister project to mathtutor – funded by the
HEFCE (Higher Education Funding Council for England)
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What’s Available?
Free resources for staff and students Quick reference leaflets
provide easily accessible support on key topics Teach-yourself booklets
give a more in-depth treatment of important topics and include theory, worked examples and exercises
Practice and revision booklets contain hundreds of practice exercises and
answers
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What’s Available?
On-line exercises allow students to test themselves or practice basic
techniques Video tutorials
offer a face to students to guide them step-by-step through the key topics
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Growth of interest
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Resource activity
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User feedback
Feedback has been very positive…
“mathcentre is really the best website about maths”
“I think the whole collection is excellent…”
“Can I really use these materials with my students for free?”
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Group activity
Have a look at some leaflets, refresher booklets, etc.
We’ll demonstrate a few seconds of video
In your groups…..
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Group activity
Consider the following three questions for the resource you have been given:
1. In what ways is this particular resource already accessible to students who are dyslexic/dyscalculic?
2. In what ways is this particular resource not currently accessible to students who are dyslexic/dyscalculic?
3. What are the potential solutions to these issues?
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