UNIVERSITY OF KENT
MODULE SPECIFICATION TEMPLATE
SECTION 1: MODULE SPECIFICATIONS
1.
Title of the module
MA324: Exploring Mathematics
2.
School which will be responsible for management of the module
School of Mathematics, Statistics and Actuarial Science
3.
Start date of the module
Autumn term 2011
4.
The cohort of students (onwards) to which the module will be applicable
2011 entry
5.
The number of students expected to take the module
First year intake in the following BSc programmes: Mathematics, Mathematics & Statistics,
Mathematics with Secondary Education (currently about 130 students).
6.
Modules to be withdrawn on the introduction of this proposed module and
consultation with other relevant Schools and Faculties regarding the withdrawal
MA307: Mathematical Investigations and Computer Algebra. No consultation with other
Departments or Faculties required.
7.
Level of the module (e.g. Certificate [C], Intermediate [I], Honours [H] or
Postgraduate [M]) Certificate [C]
8.
The number of credits which the module represents 15 (7.5 ECTS)
9.
Which term(s) the module is to be taught in (or other teaching pattern)
Term 1 and Term 2
10. Prerequisite and co-requisite modules
This module is an initial course and assumes no prior knowledge of computer programming or
familiarity with computer operating systems. Its mathematical contents depends on core Alevel, or equivalent, background in pure mathematics and on-going material encountered in
mathematics core modules like MA321, MA322, and the matrix part of MA323. Co-requisite
modules: MA321 (Calculus and Mathematical Modelling), MA322 (Proofs and Numbers),
MA323 (Matrices and Probability)
11. The programme(s) of study to which the module contributes
Compulsory for students registered in Mathematics, Mathematics & Statistics, Mathematics
with Secondary Education.
12. The intended subject specific learning outcomes and, as appropriate, their
relationship to programme learning outcomes
On successful completion of this module students will:
a) be able to write about mathematical ideas with some clarity and rigour (A5, B4, C4);
b) be able to use MAPLE and MATLAB to perform a wide variety of calculations (A3, B5,
B6, C3);
c) be able to design and write simple mathematical programs in MAPLE and MATLAB
(A3, B4, B6, C3);
d) be able to apply a range of mathematical concepts and principles in various contexts
(A1, A4, B3, B5, C1, C2);
e) be able to work with relatively little guidance (B7);
f)
have some understanding of the use of computers in mathematics (A3, B6, C3);
g) have an improved understanding of a variety of mathematical concepts (A1, A4);
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h) have improved their information technology skills as relevant to mathematics (A3, B6,
C3);
i)
have some perception of the relationships between different parts of their programme
(B1);
j)
be able to use the mathematical typesetting language LaTeX at an introductory level
(B6, D5).
13. The intended generic learning outcomes and, as appropriate, their relationship to
programme learning outcomes
On successful completion of the module students will have improved their:
a) problem-solving skills, relating to qualitative and quantitative information (D1);
b) communications skills (D2);
c) numeracy and computational skills (D3);
d) information-retrieval skills, in relation to primary and secondary information sources,
including information retrieval through on- line computer searches (D4);
e) time-management and organisational skills, as evidenced by the ability to plan and
implement efficient and effective modes of working (D6);
f)
ability to communicate mathematical subject matter in written form (D2);
g) ability to use mathematical computing software intelligently and independently (B6,
B7);
h) skill of investigating and presenting material on a simple project (D2, D4, D5).
14. A synopsis of the curriculum
This module introduces students to modern means of exploring mathematics: powerful
software tools for symbolic and numerical computing, relevant key skills for presenting
mathematical results, and the de-facto standard language for typesetting mathematical texts.
Part A. Communicating Mathematics
The module includes workshops to develop the key skills relevant to communicating
mathematical ideas in written work. This includes in particular the presentation of
mathematical arguments and the usage of LaTeX. The scope will range from the small to the
large: from how to write an exercise solution well to how to write a large piece of work such as
the reports associated with the projects.
Part B. Computing
Topics may include:

Introduction to symbolic computation

Loops, programming and algorithms

Polynomials systems
 Basic differential algebra
Part C. Maple: Harnessing Symbolic Computation
Topics may include:

First encounter with Maple (basic operations)

Algebraic structures

Plotting

Sketching graphs (differentiation)

Inequalities

Integration and solving separable differential equations

Mathematical functions

Simple programs
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
Euclidean algorithm and loops

Complex numbers

Solving polynomials equations
 Sequences, sets, lists and arrays
Part D. Matlab: Harnessing Numerical Computation
Topics may include:

Introduction to Matlab and numerical computation

Plotting

Matrices and Gaussian elimination

Eigenvectors and eigenvalues

Loops
 Programming
Part E. Project Work
Up to three medium-sized projects, each spread over two weeks in the style of a laboratory
practical. Topics will be linked with various Stage 1 modules and also, partly, with recent
material from actual staff research. Possible projects include Permutations and Diagrams,
Cluster recurrences, etc.
15. Indicative Reading List
 Heck, Introduction to Maple, Springer, 3rd edition, 2003
 Israel, Calculus the MAPLE Way, Prentice Hall Canada, 2nd edition, 2000
 Kamerich, A Guide to MAPLE, Springer, 1999
 Hanselman, Mastering MATLAB 6, Prentice Hall US, 2001
 Mittelbach et al, The LaTeX Companion, Addison Wesley, 2004
 Higham, Handbook of Writing for the Mathematical Sciences, SIAM, 1998
 Houston, How to Think Like a Mathematician, CUP, 2009
16. Learning and Teaching Methods, including the nature and number of contact
hours and the total study hours which will be expected of students, and how these
relate to achievement of the intended learning outcomes
The delivery is by means of up to 20 lectures/workshops and up to 28 terminal sessions
giving up to 48 contact hours in total. The total number of study hours is 150.
Lectures/workshops address Learning Outcomes 12(a,d,f,g,i) 13(a-h);
Terminal sessions address 12(b,c,e,f,g,h,i,j) 13(a,b,d-h);
Personal study addresses 12(a-j) 13(a-h).
17. Assessment methods and how these relate to testing achievement of the intended
learning outcomes
This module is to be assessed by continuous assessment (100%). Students will hand in one
assignment on Part A (10% of total credit) and three individual/group reports (30% of total
credit per report). Learning outcomes a), b), i), j) from Section 12 and learning outcomes b),
d), e), f), g) from Section 13 are tested primarily in I; learning outcomes a), d), e), f), g), j) from
Section 12 and learning outcomes a), b), c), d), e), f), g), h) from Section 13 are tested in the
project work; learning outcomes b), c), e), f), g), h) from Section 12 and learning outcomes a),
b), c), d), e), f), g), h) from Section 13 are tested specifically in a key skills assignment.
18.
Implications for learning resources, including staff, library, IT and space
This is replacing an existing module, MA307.
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19. The School recognises and has embedded the expectations of current disability
equality legislation, and supports students with a declared disability or special
educational need in its teaching. Within this module we will make reasonable
adjustments wherever necessary, including additional or substitute materials,
teaching modes or assessment methods for students who have declared and
discussed their learning support needs. Arrangements for students with declared
disabilities will be made on an individual basis, in consultation with the
University’s disability/dyslexia support service, and specialist support will be
provided where needed.
SECTION 2: MODULE IS PART OF A PROGRAMME OF STUDY IN A UNIVERSITY
SCHOOL
Statement by the School Director of Learning and Teaching/School Director of
Graduate Studies (as appropriate): "I confirm I have been consulted on the above module
proposal and have given advice on the correct procedures and required content of module
proposals"
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Director of Learning and Teaching/Director of Graduate
Studies (delete as applicable)
Date
…………………………………………………
Print Name
Statement by the Head of School: "I confirm that the School has approved the introduction
of the module and, where the module is proposed by School staff, will be responsible for its
resourcing"
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Head of School
Date
…………………………………………………….
Print Name
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