Tony Croft
Biographic Data
| ID | 3591105 |
|---|---|
| NAME | Tony Croft |
| GIVEN NAMES | Tony |
| FAMILY NAME | Croft |
| SIGNATURE | CROFT T |
| AFFILIATIONS | Loughborough University |
| VERIFIED | No |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 5 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2010 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 1 |
The importance of mathematics and statistics support in English universities
Increasing focus worldwide on accountability and quality assurance in universities has forced senior management to develop policies to address academic support at institutional-level. One such area is the mathematical and statistical skills that students in many disciplines need to succeed. In common with many countries, large numbers of students at English universities arrive inadequately prepared for their courses’ quantitative demands. Univers…
Senior management perspectives of mathematics and statistics support in higher education
This article explores the perspectives of three senior managers in higher education institutions in England regarding their mathematics and statistics support provision. It does so by means of a qualitative case study that draws upon the writing of Ronald Barnett about the identity of an ‘ecological’ university, along with metaphors associated with the notion of organisations as living ‘organisms’, suggested by Gareth Morgan. Using these ideas as…
Reshaping understandings of teaching–learning relationships in undergraduate mathematics
This article presents an analysis of an intervention intended to address an aspect of undergraduate mathematics education that is frequently described as a situation of deadlock, between second-year undergraduates who are disillusioned with their university mathematics experience, and mathematics departments which describe many students as lacking interest in, and awareness of, the nature of university-level mathematics and how it is learned: whi…
Dealing with ‘fragile identities’
Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergradua…
Safety in numbers
This article reports on data gathered from second and third year mathematics\nundergraduates at two British universities which have developed Mathematics\nSupport Centres, primarily with a view to supporting skills development for\nengineering students. However, an unforeseen consequence of the support centres\nwas the mathematics students’ colonisation of the physical space, and the\ndevelopment of group learning strategies which involve a stron…
Dealing with ‘fragile identities’
Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergradua…
Senior management perspectives of mathematics and statistics support in higher education
This article explores the perspectives of three senior managers in higher education institutions in England regarding their mathematics and statistics support provision. It does so by means of a qualitative case study that draws upon the writing of Ronald Barnett about the identity of an ‘ecological’ university, along with metaphors associated with the notion of organisations as living ‘organisms’, suggested by Gareth Morgan. Using these ideas as…
Safety in numbers
This article reports on data gathered from second and third year mathematics\nundergraduates at two British universities which have developed Mathematics\nSupport Centres, primarily with a view to supporting skills development for\nengineering students. However, an unforeseen consequence of the support centres\nwas the mathematics students’ colonisation of the physical space, and the\ndevelopment of group learning strategies which involve a stron…
Safety in numbers
This article reports on data gathered from second and third year mathematics\nundergraduates at two British universities which have developed Mathematics\nSupport Centres, primarily with a view to supporting skills development for\nengineering students. However, an unforeseen consequence of the support centres\nwas the mathematics students’ colonisation of the physical space, and the\ndevelopment of group learning strategies which involve a stron…
Dealing with ‘fragile identities’
Many learners may be successful in mathematics but nevertheless see themselves as existing only on the margins of the practice, or as lacking stability in it – in this sense, they have what can be called a fragile identity. Although this kind of relationship with mathematics is not limited to girls and women, they do appear to express such fragile identities more often or more readily. Drawing on qualitative and quantitative data from undergradua…
Reshaping understandings of teaching–learning relationships in undergraduate mathematics
This article presents an analysis of an intervention intended to address an aspect of undergraduate mathematics education that is frequently described as a situation of deadlock, between second-year undergraduates who are disillusioned with their university mathematics experience, and mathematics departments which describe many students as lacking interest in, and awareness of, the nature of university-level mathematics and how it is learned: whi…
Senior management perspectives of mathematics and statistics support in higher education
This article explores the perspectives of three senior managers in higher education institutions in England regarding their mathematics and statistics support provision. It does so by means of a qualitative case study that draws upon the writing of Ronald Barnett about the identity of an ‘ecological’ university, along with metaphors associated with the notion of organisations as living ‘organisms’, suggested by Gareth Morgan. Using these ideas as…
The importance of mathematics and statistics support in English universities
Increasing focus worldwide on accountability and quality assurance in universities has forced senior management to develop policies to address academic support at institutional-level. One such area is the mathematical and statistical skills that students in many disciplines need to succeed. In common with many countries, large numbers of students at English universities arrive inadequately prepared for their courses’ quantitative demands. Univers…
Mathematics education (5 works) · Mathematics Education and Programs (5 works) · Pedagogy (4 works) · Psychology (4 works) · Sociology (4 works) · Computer Science (3 works) · Higher education (3 works) · Mathematics (3 works) · Political science (3 works) · Business (2 works)