Introductory description

This module runs in term 1 and is core for students with their home department in Statistics. It is NOT available for other students.

Module web page

Module aims

Outline syllabus

This is an indicative module outline only to give an indication of the sort of topics that may be covered. Actual sessions held may differ.

An introduction to mathematical thinking and writing covered through examples and applications from the areas such as logic, sets, functions, combinatorics, and discrete probability.

Learning outcomes

By the end of the module, students should be able to:

• Use mathematical notation accurately.
• Apply a selection of mathematical problem solving techniques.
• Visualise mathematical concepts.
• Understand and construct a coherent, rigorous mathematical argument.

Indicative reading list

K. Houston (2009) "How to think like a Mathematician", Cambridge University Press.
L.Alcock (2013) "How to study for a mathematics degree ", Oxford University Press.
K.Devlin (2003) "Sets, Functions, and Logic: an Introduction to Abstract Mathematics",
Chapman & Hall/CRC.
Ross, S. (2014). A first course in probability. Pearson.

View reading list on Talis Aspire

Subject specific skills

• familiarity with basic concepts in the foundational core of mathematics and key ideas in discrete probability theory and the ability to perform routine calculation and manipulation within this basic body of knowledge;
• familiarity with basic mathematical approaches to problem solving and the ability to justify chosen solution strategies;
• an appreciation of the structure of logical mathematical arguments and the ability to develop and reproduce simple mathematical arguments and proofs with a degree of clarity and accuracy;
• the ability to persist with simple, non-routine mathematical problems.

Transferable skills

• the ability to use a learning style and pace appropriate for first year university and to appreciate their strengths and weaknesses as learners;
• the ability to work within a structured environment with some degree of autonomy;
• problem-solving, numerical and analytical skills in routine, possibly abstract, contexts and the ability to communicate appropriate solutions with a degree of clarity and accuracy;
• time-management and organisational skills;
• decision-making skills in standard, well-defined contexts.