UDMATSCI - BSc Mathematical Sciences
|Highest award||Bachelor of Science||Level||Honours|
|Possible interim awards||Bachelor of Science, Diploma of Higher Education, Certificate of Higher Education, Bachelor of Science|
|Total credits for course||360|
|Awarding institution||London Metropolitan University|
|Teaching institutions||London Metropolitan University|
|School||School of Computing and Digital Media|
|Subject Area||Communications Technology and Mathematics|
|Course leader||Nebojsa Folic|
About the course and its strategy towards teaching and learning and towards blended learning/e-learning
Students’ learning is directed via face-to-face learning activities. These include: lectures, tutorials, seminars, computer-based learning, individual and group-based case studies and investigations, and directed independent study.
Students are expected to develop higher order cognitive/intellectual skills that are reflected in an ability to select and apply appropriate mathematical processes in problem solving; develop logical mathematical arguments with appropriate conclusions and an evaluation of their limitations; formulate complex problems, analyse and interpret the results in context; develop self-awareness and study skills and be able to work both independently and with others as part of a team. These skills will be developed by learning activities such as: problem solving classes and activities; case studies; problem-based learning data-driven computer-based analysis of real data; directed independent research and study.
All mathematics modules will have presence on the University virtual learning environment. Apart from standard information (module specs, staff contact details, surgery/office hours and regular notice boards) it will also include, where appropriate, online submission of assessments, marking and feedback; online quizzes, reusable learning objects and social networking tools to motivate students. At level 4 on-line software will be used such as MyMatlabGlobal, Visual Calculus, etc. Further in the course the specific local software will be used such as Computer Algebra package (MAPLE), and various statistical packages (R, SPSS, etc) to enhance students learning and overall experience.
The course aims to provide a broad mathematical education enabling students to investigate several branches of mathematics. The focus of the course is the application of the techniques in appropriate contexts. Emphasis throughout is on what the student learns and can do as a result of the learning. It also enables the demonstration of the graduate attributes of self-awareness, performance in a variety of idioms and contexts and ethical and creative considerations.
For students undertaking the single honours course, the aims are to
1. develop practical and analytical skills that will be applicable in the modern business
2. enable students to demonstrate appropriate transferable skills and the ability to work
with relatively little guidance and support.
3. ensure that students are competent in the use of the IT skills that are needed in the
4. equip students with a body of knowledge and study skills to enable them to progress to
and succeed in postgraduate study
Course learning outcomes
By the end of this course a student is expected to have acquired knowledge and understanding of the following
1. fundamental concepts in discrete mathematics, linear algebra and differential and integral calculus .
2. a range of modelling techniques, their limitations and applications .
3. the importance of using a structured mathematical or analytical approach to problem
4. various abstract algebraic objects and their applications in science and
5. a rigorous approach to the analysis of functions of a real and a complex variable
and their applications
6. the social and ethical responsibilities of a mathematician.
7. the role of mathematical techniques in the modern business environment .
8. work effectively as an individual or as part of a team and develop the skills associated with problem solving, relationship management, communication and time management in the context of a work-related learning experience.
Course learning outcomes / Module cross reference
MA4005, MA4010, MA5030 and MA6010
MA4005, MA4010, MA5011,MA5052, and MA6010
MA4041, MA5051, MA5041,MA6020,
Learning Outcomes cover LO1-8
Principle QAA benchmark statements
Mathematics, Statistics and Operational Research
Students are assessed via tests, exams, essays, individual and group research projects, presentations and a final dissertation with regular supportive feedback.
• Mathematics modules at all levels are required to set and give feedback on a specific piece of work within the first four weeks. This engages students early and the feedback provided sets standards for future assessments and ensures students are aware of expectations. The exercise will also provide course team with an early measure of students’ engagement with each module.
• Assessment matrix produced at course level to avoid bunching of submission deadlines.
• Students have the opportunity to examine their marked test papers in the tutorial sessions and receive one to one feedback which for written coursework is via the same Turnitin platform through which assignments are submitted.
Organised work experience, work based learning, sandwich year or year abroad
As part of our Undergraduate Student programme, every student will undertake a compulsory level 6 (15 credits) work- related learning module in semester 1 or 2.
This module will give opportunity to students to gain skills and experience from work environment and can take different format such as a professional training, a volunteering activity, an employment activity, an activity within the School of Computing and Digital Media WoWbiz project which would typically entail an individual student or a team of students working on a real project.
Students already in part time jobs can also be considered, providing students can demonstrate that it is personally developmental, involves responsibility and covers all the learning outcome of the work related module.
Course specific regulations
The course conforms to both framework and University Academic Regulations.
Modules required for interim awards
Standard University Academic Regulations.
Arrangements for promoting reflective learning and personal development
Students are expected to develop skills ( including those of employability and professional practice) which include: communicating effectively both orally and written means using appropriate idioms; working effectively as part of a team; applying statistical and numerical techniques to the analysis of problems ; using computer-based software to facilitate communication and research; being aware of the ethical and social consequences of mathematical, statistical and operational research work and thinking critically and reflectively when developing solutions and interpreting results. These skills are developed throughout the course and are embedded in the learning activities. More specific support and development is provided at level 4 (Mathematical Proof and Structures) and further developed within the core modules and in the employability modules (Project Management and Work Related Learning) and finally in the final year project/independent study module.
Career, employability and opportunities for continuing professional development
The university careers service offers guidance to students on a one-to-one basis or in group sessions, arrange Workshops and Events, London Met Graduate Internship Scheme and information on opportunities and events. They also yearly provide via Career Mentoring Programmes scheme the opportunity for university’s Alumni to act as mentors to the current students.
The School of Computing and Digital Media’s World of Work WoWbiz project offers opportunities to enhance employability skills, gain real experience and 'earn while you learn' through placements into real client-driven projects - working with business and industry
Graduates from this degree course are able to embark upon careers in the field of mathematics but also work more broadly in the computing industry, finance. In addition the graduates from this course can proceed to PGCE in Secondary Mathematics Teaching as well as MSc Mathematics areas.
There are careers for which a degree in mathematics is either essential or a strong advantage. These fall into a number of general areas:
1. Scientific research, design and development
2. Management services and computing
3. Financial work
4. Statistical work
6. Postgraduate study
Students will be encouraged to undertake a (usually paid) sandwich placement between the level 5 and level 6.
Professional Statutory and Regulatory Body (PSRB) accreditations & exemptions
Accredited by the Institute of Mathematics and its Applications (IMA) for the purpose of meeting in part the educational requirement for chartered status.
You'll graduate this course with skills in mathematics, statistics, operational research and IT – all of which are highly sought after by employers in a number of sectors. Our previous graduates have gone on to roles such as analysts and financial advisors.
You'll also have the opportunity to study modules that are particularly relevant in the workplace, such as mathematical modelling, simulation and data mining.
This course is also excellent preparation for postgraduate study. Previous students have gone on to enrol on the PGCE in Secondary Mathematics Teaching course, and become secondary school teachers.
In addition to the University's standard entry requirements, you should have:
- a minimum of grades CDE in three A levels or BC in at least two A levels (or a minimum of 72 UCAS points from an equivalent Level 3 qualification, eg BTEC Level 3 Extended Diploma/Diploma, Advanced Diploma, Progression Diploma, Access to HE Diploma with 60 credits)
- GCSE English and Mathematics at grade C/grade 4 or above (or equivalent)
If you do not have traditional qualifications or cannot meet the entry requirements for this undergraduate degree, you may still be able to gain entry by completing the Mathematics Extended Degree.
Applicants with relevant professional qualifications or extensive professional experience will also be considered on a case by case basis.
Applicants with relevant professional qualifications or extensive professional experience will also be considered.
All applicants must be able to demonstrate proficiency in the English language. Applicants who require a Tier 4 student visa may need to provide a Secure English Language Test (SELT) such as Academic IELTS. For more information about English qualifications please see our English language requirements.
Official use and codes
|Approved to run from||2013/14||Specification version||1||Specification status||Validated|
|Original validation date||01 Feb 2012||Last validation date||01 Feb 2012|
|Sources of funding||HE FUNDING COUNCIL FOR ENGLAND|
|JACS codes||G100 (Mathematics): 100%|
Stage 1 Level 04 September start Offered
|MA4005||Logic and Mathematical Techniques||Core||30||NORTH||AUT+SPR||THU||AM|
|MA4030||Mathematical Proofs and Structure||Core||30||NORTH||AUT+SPR||FRI||PM|
|MA4041||Data Analysis and Financial Mathematics||Core||30||NORTH||AUT+SPR||TUE||PM|
Stage 2 Level 05 September start Offered
|MA4010||Calculus and Linear Algebra||Core||30||NORTH||AUT+SPR||THU||AM|
|MA5030||Discrete Mathematics and Group Theory||Option||30||NORTH||AUT+SPR||MON||AM|
|MA5041||Statistical Methods and Modelling Markets||Option||30||NORTH||AUT+SPR||MON||PM|
Stage 3 Level 06 September start Offered
|FC6W51||Work Related Learning II||Core||15||NORTH||AUT||WED||PM|
|MA6P52||Academic Independent Study||Core||15||NORTH||SPR||WED||PM|
|MA6010||Algebra and Analysis||Option||30||NORTH||AUT+SPR||THU||AM|
|MA6041||Financial Modelling and Forecasting||Option||30|
|MA6053||Error Correcting Codes||Option||15||NORTH||AUT||FRI||PM|
|MA6054||Cryptography and Number Theory||Option||15||NORTH||SPR||FRI||PM|
|XK0000||Extension of Knowledge Module||Option||15||NORTH||SPR|