DEPARTMENT OF MATHEMATICS TEACHING COMMITTEE

PROGRAMME SPECIFICATION FOR THE BA AND THE MMATH IN

MATHEMATICS COMMENCING OCTOBER 2006

1. Awarding institution/body University of Oxford

2. Teaching institution University of Oxford
3. Programme accredited by n/a
4. Final award MMath (Hons) [4 year course]
BA (Hons) [3 year course]
5. Programme Mathematics
6. UCAS code G100 BA/MMath

7. Relevant subject benchmark statement Mathematics, Statistics and Operational

Research (QAA)

8. Date of programme specification 20 September 2006

9. Educational aims of the programme

The programme aims:

• to provide, within the supportive and stimulating environment of the collegiate

university, a mathematical education of excellent quality through a course which
attracts students of the highest mathematical potential;

• to provide a learning environment which, by drawing on the expertise and talent

of the staff, both encourages and challenges the students (recognising their
different needs, interests and aspirations) to reach their full potential, personally
and academically;

• to provide students with a systematic understanding of core areas and some

advanced topics in mathematics, an appreciation of its wide-ranging applications,
and to offer the students a range of ways to develop their skills and knowledge.

• to lay the foundations for a wide choice of careers and the successful long-term
pursuit of them, particularly careers requiring numeracy, modelling and problem-
solving abilities;

• to lay the foundations for employment as specialist mathematicians or in research

through the study in depth of some of a broad range of topics offered;

and for students taking the 4-year MMath (Hons):

• to provide the foundations for graduate study through a research degree at a

leading university either in the UK or overseas.

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 10. Programme outcomes

A. Students will develop a knowledge Related teaching/learning methods and

and understanding of strategies

1. The core areas of mathematics 1. In the first four terms of the programme
including the principal areas of there are lectures on algebra, analysis,
mathematics needed in applications. differential equations, probability, and
mathematical methods, supported by college-
based tutorials.
2. Some of the principal areas of 2. In the first year there are lectures on
application of mathematics. dynamics, probability, statistics, and
mathematical models, supported by college-
based tutorials; together with further options
later in the course.
3. The correct use of mathematical 3. Example in lectures in the first two years,
language and formalism in practice in weekly problem sheets, with critical
mathematical thinking and logical feedback by college tutors, tutorial discussion,
processes. printed notes of guidance (also available on the
web).
4. The basic ideas of mathematical 4. Lectures on mathematical models in the first
modelling. year, supported by practice in work for college
tutorials, together with further options later in
the course.
5. Some of the processes and pitfalls of 5. Examples on problem sheets and Maple in
mathematical approximation. first year.
6. Techniques of manipulation and 6. Practice in work for college tutorials and
computer-aided numerical calculation. Maple practical work in the first year.
7. The basic ideas of a variety of pure 7 A choice of lecture courses, supported by
and applied areas of specialisation. college tutorials or small classes in the second
part of the second year.
8. Several specialised areas of 8 Lectures in the third year and fourth years
mathematics or its applications, the delivered by lecturers actively engaged in
principal results in these areas, how research, together with supporting problem
they relate to real-world problems and classes conducted by subject specialists.
to problems within mathematics
(including, in the four-year course,
problems at the frontiers of current
research).

Assessment
Formative assessment on a weekly basis by marking of tutorial and class work, and on a
termly basis by college collections (college examinations at the beginning of term) or
assessed vacation assignments. Summative assessment by four three-hour written papers at
the end of year one, assessment of two computer projects in year one, by two three-hour
‘breadth papers’ in year two designed to test, through bookwork and unseen problems,
breadth of understanding across the whole syllabus for the year; and two three-hour ‘depth
papers’, designed to test understanding in depth through further questions on bookwork and
more substantial unseen problems. In years three and four, summative assessment is by a
combination of one and three quarter- or three-hour subject papers on bookwork and unseen

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problems (the usual form of assessment in year three), extended essays, dissertations,
practical work, projects, and mini-projects.

B. Students will have the opportunity to develop the following skills during the course

I. Intellectual skills
1. The ability to demonstrate knowledge of key mathematical concepts and topics, both
explicitly and by applying them to the solution of problems.
2. The ability to comprehend problems, abstract the essentials of problems and formulate
them mathematically and in symbolic form so as to facilitate their analysis and solution.
3. Grasp how mathematical processes may be applied to problems including, where
appropriate, an understanding that this might give only a partial solution.
4. The ability to select and apply appropriate mathematical processes.
5. The ability to construct and develop logical mathematical arguments with clear
identification of assumptions and conclusions.
6. The ability to use computational and more general IT facilities as an aid to mathematical
processes and for acquiring any further information that is needed and available.
7. The ability to present mathematical arguments and conclusions from them with clarity and
accuracy, in forms suitable for the audiences being addressed.
8. Students who have focussed on pure mathematics will have skills relating particularly to
rigorous argument and solving problems in generality, and facility with abstraction including
the logical development of formal theories and the relationships between them.
9. Students who have focussed on physical applied mathematics will have skills relating
particularly to formulating physical theories in mathematical terms, solving the resulting
equations analytically or numerically, and giving physical interpretations of the solutions.

Teaching/learning methods and strategies

These are acquired through lectures, classes, tutorials, practical classes, studying
recommended textbooks and through work done for projects, extended essays and
dissertations.

Assessment.
These intellectual skills are tested summatively in the examination processes at the end of
each year, in projects, extended essays, dissertations and submitted practical work, and
formatively in weekly tutorials or classes, and college collections.

II. Mathematics related practical skills Teaching/Learning methods and strategies

1. Calculating fluently and accurately in 1. Practiced throughout the course in problem

abstract notation. work for tutorials and classes.
2. Use of mathematics computer packages 2. Lectures, Maple practical classes and
informal practice sessions supported by
demonstrators in the first year; use of Maple
and other packages where appropriate in
problems and lectures in later years.

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Assessment.
There is summative assessment of (1) in the examination process at the end of each year and
of (2) in the assessment of first year Maple projects for the first year examinations, and
second- and third-year practicals (by the Computing Laboratory and Statistics Department)
plus formative assessment in weekly tutorials or classes, and in college collections.

III. General skills Teaching/Learning methods and strategies

1. To analyse and solve problems, and to 1. Weekly mathematical problem sheets with
reason logically and creatively. tutorial or class support, often requiring
significant development of ideas beyond
material found in lectures and books.
2. Effective communication and presentation 2. Weekly tutorial and class assignments;
orally. requirement to defend written work in
tutorials, and presentation of solutions in
classes.
3. The ability to learn independently. 3. A learning process that requires students to
put together material from a number of
sources, including lectures, tutorials, text-
books, and electronic sources, largely in their
own time.
4. Independent time management. 4. Requirement to produce substantial
amounts of written work against strict tutorial
and class deadlines; necessity to balance
academic and non-academic activities
without continuous oversight.
5. To think critically about solutions and to 5. Discussion and criticism in tutorials.
defend an intellectual position.
6. Collaboration 6. Tutorial groups are encouraged by the
tutorial system to work together, to share
ideas and to develop the practice of crediting
others for their contributions.
7. Use of information technology. 7. Compulsory practical work; extensive use
of the network for distributing teaching
materials and for communication.
8. Language skills. 8. The opportunity is available in the third
year to study a foreign language.

Assessment.
The tutorial system provides formative assessment of (1–5). There is summative assessment
of (2) in the yearly examinations and of (7) in the assessment of first-year computer projects
and second- and third-year practicals. The language option does not contribute to final class,
but successful completion will be recorded on student transcripts.

11. Programme Structures and Features

The programme is offered either as a three-year course leading to the BA in Mathematics, or

with a further fourth year at M level, leading to the MMath in Mathematics.

Year 1
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Subjects
This foundation year facilitates the transition from school to university and is designed:

• to ensure that all students have an adequate facility with elementary technique;
• to ensure that all students have adequate knowledge of the syllabuses in
Mathematics and Further Mathematics A-level to the depth that our courses
require, recognising that students come from a variety of backgrounds;
• to allow students to adapt to the change of style and pace of the university course;
• to ensure that students develop the technique necessary for mathematics at
Moderations level, including the use of the computer package Maple;
• to ensure that all students have the opportunity to study a range of central
mathematics topics at Moderations level;
• to teach students to argue rigorously and develop a critical faculty;
• to teach students to present mathematics professionally.

All students study the same material in the first year (no options) leading to the Honour
Moderations in Mathematics Examination. The aim is to bring students from diverse
backgrounds to the same point in one year, to allow them to discover the branches of
mathematics for which they have a natural aptitude and which they particularly like, so they
have the opportunity to enjoy choosing from the full range of options available in latter
years.

This Examination consists of four papers and two pieces of assessed practical work in Maple.
The papers are:

Paper A. Pure Mathematics I

Paper B. Pure Mathematics II
Paper C. Applied Mathematics I
Paper D. Applied Mathematics II

There is also a resit examination, the Preliminary Examination in Mathematics, taken in the
summer vacation consisting of two papers:

Paper 1. Pure Mathematics

Paper 2. Applied Mathematics

Assessment
Students’ progress during the year is monitored continuously in weekly tutorials, and also by
college collections with diagnostic feedback. For the Moderations Examination, students
must sit all four papers at the same time. A student who is not awarded a Pass in
Moderations but who subsequently passes the Preliminary Examination taken during the
summer vacation may, at the discretion of the student’s college, proceed to the second year of
the course.

Year 2

Subjects
In the second year, students complete the compulsory core: Algebra, Analysis and
Differential Equations, and then continue their studies choosing from a menu of second year
Options:

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Groups in Action, Introduction to Fields, Number Theory, Integration, Topology,
Multivariable Calculus, Calculus of Variations, Classical Mechanics, Electromagnetism,
Fluid Dynamics and Waves, Probability, Statistics, Numerical Analysis.
The syllabus is examined at the end of the year in the Part A examinations which consist of
four papers.
AC1: Algebra, Analysis, Differential Equations
AC2: Algebra, Analysis, Differential Equations
AO1: Options
AO2: Options
These Part A papers may be taken on one occasion only.
Assessment
Students continue to be monitored in weekly college tutorials or classes together with college
collections with diagnostic feedback.

The Part A examination taken at the end of the second year consists of cross-section papers
designed so that both breadth and depth of coverage of the syllabus are assessed.

Papers AC1 and AC2 cover the syllabus of the three compulsory core topics: Algebra,
Analysis and Differential Equations. Paper AC1 consists of 9 short, very straightforward
questions. The aim of the paper is to assess the breadth of coverage of the compulsory core
at a basic level and students are expected to answer all questions. Paper AC2 consists of 9
questions of a more traditional style where depth of knowledge is tested.

Papers AO1 and AO2 are cross-section papers on the menu of optional units and half-units
with Paper AO1 assessing breadth and Paper AO2 assessing depth similar to Papers AC1 and
AC2.

Years 3 and 4
The main aim in the third and fourth years is to offer the opportunity to study a range of
options designed and taught by specialists within the highly research active faculty. The
menu of options is constructed to encourage flexibility within a coherent structure. In line
with divisional policy, the unit of learning and teaching is a 32-lecture unit. Where
appropriate, however, a number of specialisms will be delivered in different formats. In
particular, half-units (equivalent to a 16-lecture course) will also be available, as will project
options. The units and half units which are more central to mathematics will be referred to as
Mathematics Department units and half units. There will also be an opportunity to study a
small number of options in related areas, and these will be referred to as Other Mathematical
and Non-Mathematical units and half units.

Units and half-units are designated as either H-level (aimed at 3rd year undergraduates) or
M-level (aimed primarily at 4th year undergraduates or MSc students). Although most units
are the conjunction of two half-units at the same level, for a small number of units it may be
appropriate that the first half is at H-level and the second at M-level.

The examinations in the third year of the course are referred to as Part B and the
examinations in the fourth year of the course, Part C. Most H-level and M-level units or half-
units will be assessed through examination papers of the traditional kind but some may be
assessed through mini-projects, coursework, extended essays or dissertations; most H-level
material will be assessed in separate examination papers. Candidates for the BA degree will
take a total of 4 units in Part B (the third year), and those for the MMath degree will in
addition take a total of another three units in Part C (the fourth year), all at M level. For Part

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B, a total of at least three units must be Mathematics Department units or half units.
Candidates may offer one unit which is an Extended Essay. For Part C a total of at least 2
units must be Mathematics Department units or half units. Candidates may offer either one
whole unit or one half unit which is a Dissertation..

Mathematics Department units and half-units will be of the following kinds:

• 32 lectures supported by 8 1½ hour intercollegiate problems classes (Part B) or 14 1

hour intercollegiate problem classes (Part C) and assessed by traditional examination
paper;
• 16 lectures supported by 4 1½ hour intercollegiate problems classes (Part B) or 7 1
hour intercollegiate problem classes (Part C) and assessed by traditional examination
paper;
• a project equivalent to either a whole or half unit and assessed by extended
essay/dissertation.

Units and half-units offered will be confirmed by the Trinity Term of the year before they are
studied. Full details of each course, including prerequisites, any preparatory reading,
syllabus, method of delivery, reading list and method of assessment are published by the
Mathematical Institute in the Course Handbooks by the start of Michaelmas Term in the year
in which they are studied.

The regulations permit undergraduates, in either year, to take some units (or, where they can
be matched for size, half-units) from other departments or faculties. The lists of such units
and half units available plus further details and descriptions of methods of assessment will
appear in the Course Handbook.

A range of Mathematics Department units will be offered at H-level, covering the whole
spectrum of mathematics from foundations (logic and set theory), through main-line pure
mathematics (algebra, geometry, analysis, etc.), physical applied mathematics and
mathematical modelling, theoretical physics, to non-physical applied mathematics and
numerical analysis.

The Teaching Committee will also consider which units and half units offered by other
departments and faculties will appear on the schedule.

Options offered in the third year (2006/2007) will be as follows:

Mathematics Department units and half-units – all H-level and one unit unless
otherwise indicated

B1: Logic and Set Theory

B1a Logic (half unit)
B1b Set Theory (half unit)
B2 Algebra .
B3 Geometry
B3a Geometry of Surfaces (half unit)
B3b Algebraic Curves (half unit)
B4 Analysis
B4a Analysis I (half unit)
B5 Differential Equations and Applications
B5a: Techniques of Applied Mathematics (half unit)
B5b Applied Partial Differential Equations (half unit)
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B6 Theoretical Mechanics
B6a Viscous Flow (half unit)
B6b Waves and Compressible (half unit)
B7.1/C7.1 Quantum Mechanics; Quantum Theory and Quantum Computers (the first half of
this unit is H-level, and the second half is M-level)
B7.1a Quantum Mechanics (half unit)
C7.1b Quantum Theory and Quantum Computers (half unit, M-level)
B7.2/C7.2 Relativity (the first half of this unit is H-level, and the second half is M-level)
B7.2a Special Relativity and Electromagentism (half unit)
B8 Topics in Applied Mathematics
B8a Mathematical Ecology and Biology (half unit)
B8b Nonlinear Systems (half unit)
B9 Number Theory
B9a Polynomial Rings and Galois Theory (half unit)
B10 Martingales and Financial Mathematics
B10a Martingales Through Measure Theory (half unit)
B10b Mathematical Models of Financial Derivatives (half unit)
B11 Communication Theory (half unit)
B21 Numerical Solutions of Differential Equations
B21a Numerical Solution of Differential Equations I (half unit)
B21b Numerical Solution of Differential Equations II (half unit)
B22 Integer Programming (half unit)
BE Mathematical Extended Essay
Other Mathematical units and half-units
O1 History of Mathematics
OBS1 Applied Statistics
OBS2a Statistical Inference (half unit)
OBS3 Stochastic Modelling
OBS3a Applied Probability (half unit)
OBS4 Actuarial Science
OCS1 Functional Programming and Data Structures and Algorithms
OCS1a Functional Programming (half unit)
OCS1b Data structures and Algorithms (half unit)
OCS2a Logic of Multi Agent Information Flow
OCS3a Lambda Calculus and Types
OE Other Mathematical Extended Essay
Non-Mathematical units and half-units
N1 Undergraduate Ambassadors’ Scheme (half unit)
N101 History of Philosophy from Descartes to Kant
N102 Knowledge and Reality
N122 Philosophy of Mathematics

A wide variety of other Mathematics Department units and half-units at M level covering
almost all specialisms in modern mathematics and its applications will be proposed each year
by subject panels and by individual specialists, in addition to the possibility of a dissertation.
Proposals for Mathematics Department units or half-units at M-level will come to the
Teaching Committee of the Department furnished with:

• Aims and objectives;

• Syllabus;
• Proposals for the teaching and assessing team;
• Case for a quota (if needed);
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 • Reading List;
• Proposals for examining.

Options offered in the fourth year (2005/2006) will be as follows:

Mathematics Department units and half-units – all M-level and one unit unless
otherwise indicated
C1.1 Model Theory and Godel’s Incompleteness Theorems
C1.1a Godel’s Incompleteness Theorems (half unit)
C1.1b Model Theory (half unit)
C1.2 Axiomatic Set Theory and Analytic Topology
C1.2a Analytic Topology (half unit)
C1.2b Axiomatic Set Theory (half unit)
C2.1 Lie Algebras and Representation Theory of Symmetric Groups
C2.1a Lie Algebras (half unit)
C2.1b Representation Theory of Symmetric Groups
(half unit)
*C3.1 Topology and Groups and Algebraic Topology
*C3.1a Topology and Groups (half unit)
*C3.1b Algebraic Topology (half unit)
C4.1 Functional Analysis and Banach and C* Algebras
C4.1a Functional Analysis (half unit)
C4.1b Banach and C* Algebras (half unit)
C4.2a Real and Harmonic Analysis (half unit)
C5.1 Partial Differential Equations for Pure and Applied Mathematicians and Calculus of
Variations
*C5.1a Partial Differential Equations for Pure and Applied Mathematicians (half unit)
C5.1b Calculus of Variations (half unit)
C6.1 Solid Mechanics (half unit)
C6.2 Elasticity and Plasticity (half unit)
C6.3 Perturbation Methods and Applied Complex Variables
C6.3a Perturbation Methods (half unit)
C6.3b Applied Complex Variables (half unit)
C7 Mathematcal Physics
*C7.1b Quantum Theory and Quantum Computers (half unit)
*C7.2b General Relativity (half unit)
C7.3 Advanced Quantum Mechanics
C8.1 Mathematics and the Environment and Mathematical Physiology
C8.1a Mathematics and the Environment (half unit)
C8.1b Mathematical Physiology (half unit)
C9.1 Analytic Number Theory and Elliptic Curves
*C9.1a Analytic Number Theory (half unit)
C9.1b Elliptic Curves (half unit)
C10.1 Stochastic Differential Equations and Brownian Motion in Complex Analysis
C10.1a Stochastic Differential Equations (half unit)
C10.1b Brownian Motion in Complex Analysis (half unit)
C11.1 Graph Theory and Probabalistic Combinatorics
C11.1a Graph Theory (half unit)
C12.1 Numerical Linear Algebra and Continuous Optimisation
C12.1a Numerical Linear Algebra and Approximation
C12.1b Continuous Optimisation
C12.2 Approximation Theory and Finite Element Methods
C12.2a Approximation of Functions
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C12.2b Finite Element Methods for Partial Differential Equations
Dissertation on a topic in Mathematics (half unit)
Dissertation on a topic in Mathematics (whole unit)
Other Mathematical half units
MS1a Graphical Models and Inference
MS1b Statistical Data Mining
MS2a Bioinformatics and Computational Biology
MS2b Stochastic Models in Mathematical Genetics
MS3b Levy Processes and Finance
CCS1 Categories, Proofs and Programs (half unit)
CCS2 Domain Theory (half unit)
CCS3 Quantum Computer Science (half unit)
Non-Mathematical units
Rise of Modern Logic

In line with the general policy of the Divisional Academic Committee, a Language Option
will be available as an optional extra, equivalent in work to a half-paper. The result of
assessment of the course will appear on the student’s ‘transcript’ but will not count towards
the Mathematics degree.

* The M-level options starred may be taken in the third year.

12. Support for Students and their learning

A. College support
Each student has a College Tutor to oversee his/her academic progress. The College Tutor
arranges college teaching (tutorials and classes), advises on general academic matters such as
course content and choice of options, oversees library provision of relevant texts in the
college, arranges college collections, provides career advice (when requested) and references.
Each undergraduate also has a Personal Tutor or Advisor (who in many cases is the same
person as the College Tutor) concerned with the student’s personal welfare and to whom the
student can turn for support and advice on non-academic matters. Regular personal contact
between students and tutors ensure that problems are addressed promptly.

In addition, in each college, there are a number of other people to whom students may turn
for advice and support: Senior Tutor, Tutor for Undergraduates, Tutor for graduates, Dean
and Junior Deans, Chaplain, College Counsellor, College Doctor and Nurse, peer support
groups. (The University Counselling service offers a range of assistance. ) All students have
access to college and university hardship funds, and for some purposes, travel funds.

B. Role of college tutorials and classes

Undergraduates have college tutorials and classes to support the syllabus in the first and the
second years of the degree course (typically two paired tutorials per week) for which students
submit written work (normally solutions to set problems). Lecturers provide problem sheets
to support the lecture courses and college tutors may set these problems for solution and
discussion in tutorials. However, college tutors may set alternative or additional problems.
The syllabuses for Mathematics Department units in the third and fourth years of the degree
course are supported by (centrally organised) intercollegiate classes which typically contain
6–10 students and are given by a class tutor supported by a teaching assistant. For these
classes students submit, before each class, written solutions to problems set by lecturers for
marking by the teaching assistant or class tutor. Through the departmentally coordinated

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intercollegiate class system, the intention is that students are taught by experts in the field,
usually without the need to restrict numbers of students taking options. A record of
attendance and student achievement is recorded on the class database. College tutors have
access to the database and can monitor the attendance and achievement of students at their
college during the term.

C. Library provision
University libraries provide all students with excellent resources. The Radcliffe Science
library contains a good collection of mathematics books but is not a borrowing library. The
Hooke library and particularly college libraries are borrowing libraries which provide all
primary course texts (multiple copies in the Hooke library and many colleges) and a wealth
of supplementary reading.
It is general practice for College libraries to purchase books which appear in the Main
Reading Lists for every Mods, Part A, and Part B course (ie. first, second and third year
courses). Also that, in practice, College Libraries tend to provide a good selection of the
books listed as ‘Further Reading’ for these courses. College Libraries frequently have a
number of copies of popular books and are often responsive to requests for new purchases.
Different colleges have different mechanisms for these requests. Students are advised to
contact their college tutors for advice.

Other excellent resources are: first rate local bookshops; a successful student-run second
hand virtual book-stall; Mathematical Institute Notes (mini-text books written by faculty
members and produced cheaply at the Mathematical Institute); an increasing electronic
archive of lecture notes and problem sets; many text books written by staff members; easily
available past examination papers (electronic archive); detailed examiners’ reports available
on the Mathematical Institute Web site and in college libraries.

D. IT
The provision of IT services and access to them is made within the context of the
University’s IT policy. The university has installed the IT network infrastructure, and also
manages central servers, and provides training courses. Users have benefitted from
substantial college enhancements. All students are given accounts on a Mathematical Institute
server to enable them to access the Mathematical Institute network, and email accounts with
the University network. Information is circulated to students in a number of ways: key
general academic information and learning materials are posted on the Mathematical Institute
web-site, students are sent information by e-mail and in hard-copy when appropriate. The
Department provides all computing facilities necessary for the practical work of the courses.
By taking advantage of site licences, students may run most relevant packages on their own
PCs in college, or access them via the network on college machines.

13. Criteria for Admission

Admissions criteria for the Mathematical Sciences Admissions Group

The following honour Schools (either three or four year, when appropriate) fall within the aegis of the
Group
• Mathematics
• Mathematics and Philosophy
• Mathematics and Statistics
• Computer Science
• Mathematics and Computer Science

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 and the criteria will be measured with full regard to their differing requirements.

Candidates will be invited for Interview and to take the Common Test while in Oxford (or just to
take the Common Test if living outside Europe, though such candidates are free to choose to come
for interview*) if their application gives evidence of the motivation and ability (including an
appropriate mathematical background) to undertake what are demanding courses at one of the
world’s leading universities, sufficient to offer the possibility of final selection given the overall
field of applicants.
( * Some candidates may live in parts of the world where the Admissions Office arranges interviews;
sometimes colleges will arrange for candidates to be interviewed in their home countries. In the case of
candidates whose first language is not English, an English language qualification (such as IELTS level 7 or
equivalent) may form part of the admissions requirements.)

During the selection process, tutors will seek a demonstration of the skills and/or the aptitude
necessary for the successful study of the course in question together with the motivation to
undertake a demanding programme on that course, and will assess these via

i. the Common Test,

ii. submitted written material in the case of those applying to read Mathematics and Philosophy
and
iii. interviews (when held),

taking into account the level of existing relevant knowledge and experience.

Tutors will, in addition to assessing aptitude and technical skills, seek in successful candidates
a. a capacity to absorb and use new ideas,
b. the ability to think and work independently, and
c. perseverance,
in each case to be assessed in respect of the course applied for.

Evidence of the extent to which these criteria have been met will be taken from the performance
in i, ii (when relevant), and iii above, together with

iv. past examination records, and

v. references and the personal statements contained both on the UCAS and on the Oxford
Colleges application forms.

Candidates will also have the opportunity to present any special factors that they would wish to be
considered.
An overall assessment of the strength of each candidate relative to the field of all applicants at this
stage will normally be made by at least two colleges. Ultimate selection is necessarily competitive
since the number of places is limited. However, through early identification during the interview
process of strong candidates who may not gain places at their first or second choice colleges, the
Mathematical Sciences Group takes active steps to ensure that (whenever possible) such candidates
may be offered places at other colleges.

Applications for undergraduate places are made to the colleges of the University. Entrance is
competitive and an offer of a place is made on the basis of a student’s academic record,
predicted results, recommendation of teachers, performance on a short test (normally) taken
in Oxford on the day preceding interviews and on performance at interview. Arrangements
are made for overseas students to sit the test abroad and to be assessed without attending for
interview in Oxford.
The short test (2.5 hours) contains questions on core knowledge common to A-level
syllabuses in Mathematics and is designed to be accessible to students who are studying for a
single mathematics A-level. The aim of the test is to provide additional information on
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candidates, and is particularly valuable for those appliants who may not perform well in the
interview situation, or whose mathematical background is unconventional.

The majority of applicants are invited to come for interview and are interviewed not only by
tutors of the college of first choice but also by those in the college of second choice, and in a
number of cases, several other colleges interview the applicants. The purpose of the
interview is to determine those students, from an excellent cadre of applicants, who might
best benefit from the intensive, tutorially based learning methods. The overall assessments of
a candidate (based on the candidates academic record, recommendations of teachers, the test
score and performance at interview) by both the first and second choice colleges are make
available to all other colleges to facilitate the further consideration of promising candidates.
This is done by storing information on test scores, college assessments and UCAS forms in
an electronic database. This has proved to be a very valuable resource for promoting good
practice towards ensuring that the best candidates are offered (mostly conditional) places.
College cooperation extends to making a small number of Open Offers.

The vast majority of English students enter Oxford with at least 3 A grades at A-level,
conditional offers are typically made at AAA level with variations to accommodate
candidates taking a single mathematics A-level or a restricted range of Higher or SYS papers,
also Scottish Highers and various Baccalaureates. Every effort is made to recognise
potential in cases where data other than forecast grades suggests that predicted A-level grades
may underestimate academic ability.

14. Methods for evaluating and improving the quality and standards of learning

Responsibility for the course is vested in the Mathematical and Physical Sciences Division.
The divisional board has formal responsibilty for the maintainance of educational quality and
standards in the broad subject areas, and exercises its responsibility through its Academic
Committee, and in particular the scrutiny it gives to the new course proposals and proposed
course revisions, to reports from examiners, and to more general questions of academic
policy.

Student feedback on (undergraduate) lectures and intercollegiate classes is encouraged by the

distribution and collection of multiple-choice questionnaires during one of the later lectures
or classes in a series. There is an additional slot for commenting on college provision of
supporting tutorials and classes. Responses are anonymous. Space is provided for comments
on aspects not covered by the questionnaire. Results are analysed statistically and the results,
plus comments, relayed to the individual lecturers and class tutors. The Chairman of
Mathematics and the Chairman of the Teaching Committee scrutinise the results, and discuss
them with a designated undergraduate representative. The Chairman of the Teaching
Committee uses the questionnaire results to identify where the lecturer might need additional
support. The Teaching Committee considers them when allocating lecture courses.
Feedback from the questionnaires on the performance of lecturers in their initial years of
appointment are made available to the Teaching Advisor, who will raise any apparent
problem with the lecturer concerned. A summary of results is forwarded to the Teaching
Committee and further action taken when appropriate. An annual report on intercollegiate
classes is provided for the Chairman of the Senior Tutors Committee.

Student concerns are discussed at termly meetings of the JCCU (Joint Consultative
Committee with Undergraduates). The Minutes of the JCCU are considered by the Teaching
Committee. There is further student representation at the Faculty meetings.

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Student comments on tutorial provision are solicited by colleges and reviewed in ways
which vary from college to college, typically by the Senior Tutor, Tutor for Undergraduates
or Head of House.

The Teaching Committee of the Faculty oversees the minor changes to syllabus and lists of
recommended textbooks published in the course handbooks as well as proposals from subject
panels for variations in advanced options available in the fourth year.

Major revisions to the curriculum are widely discussed. It is usual for an ad-hoc committee
to be established to prepare proposals for debate in the Faculty.

There are regular procedures for monitoring and evaluation of courses, and the programme
structure. Examiners’ reports are considered at a meeting of the Teaching Committee at the
beginning of the academic year. The syllabus, its presentation and student feedback are
discussed in meetings of the Teaching Commmittee and the Faculty throughout the academic
year.

The divisional board is also responsible for academic appointments and for the arrangements
(including mentoring, appraisal, and reviews of performance) for the support of newly
appointed lecturers and for monitoring their teaching competence.

Staff are encouraged to participate in staff development sessions run by the IAUL , MEA
(particularly the national induction day for new staff) and sessions organised by the
Undergraduate Teaching Advisor within the department.

Peer review of lecturing skill has been introduced to be performed in three year cycles.

15. Regulation of assessment

Examiners and the Examining Framework

The Teaching Committee of the Mathematical Institute is responsible for establishing the
conventions for the setting, checking, marking of the examinations; and for the classification
conventions.

The examinations are conducted within this framework by small Boards of Examiners
appointed by the Teaching Committee; an important feature is that its internal members are
formally independent of the course lecturers and tutors. The Boards of Examiners, under their
elected Chairs, are responsible for the setting of all papers, and marking of scripts. The
Board appoints Assessors (generally course lecturers) to assist in setting and marking papers.
Candidate numbers are used to ensure anonymity.

At the conclusion of the examination, Boards of Examiners make detailed written reports
giving overall statistical information, information on new examining methods and
procedures, and changes under consideration; and also giving detailed commentary on each
paper, usually on a question-by-question basis.

Each examination board has at least one External Examiner, who is appointed by the Vice
Chancellor, to act as impartial advisor and in particular

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 • to verify that standards are appropriate to the award, in part by comparison with the
standards of comparable institutions, and to ensure that the assessment procedures and
the regulations governing them are fair and otherwise appropriate;
• to ensure that the process of the examination and the determination of the awards has
been fairly conducted, and that the individual student performance has been judged in
accordance with the regulations and conventions of the Examining Board. [This will
entail signing the Class List as an endorsement that the process of examination and
classification has been fairly conducted.]

Each External Examiner is expected to report annually to the Vice-Chancellor, covering the
following points:

• the standards demonstrated by the students;

• the extent to which standards are appropriate for the award;
• the design, structure and marking of assessments;
• the procedures for assessment and examinations;
• whether or not external examiners have sufficient access to, and the power to call
upon, any material necessary to make the required judgments;
• students’ performance in relation to their peers in comparable courses;
• the coherence of the policies and procedures relating to external examiners and their
consonance with the explicit roles required of them;
• the basis and rationale for any comparisons made;
• the strength and weaknesses of the students as a cohort;
• the quality of teaching and learning which may be indicated by student performance.

The report of the Board of Examiners, and of each External Examiner is addressed to the
Vice-Chancellor and considered by the Academic Committee of the Mathematical and
Physical Sciences Divisional Board, and by the Educational Policy and Standards Committee
of the University.

The reports are also considered in detail by the Teaching Committee of the Mathematical
Institute, whose responsibility it is to ensure that full consideration is given to any particular
criticism or suggestion made by an External Examiner, and to institute further discussion or
action, and to inform the External Examiner within a reasonable time of what is done.

The reports of the Examiners and of the External Examiners are conveyed to the members of
the Faculty of Mathematics, and the Joint Consultative Committee with Undergraduates.

The examination papers, and the detailed reports of the Board of Examiners are made
available to all students (and others) on the departmental website.

Assessment Rules and Classification

• The conventions established by the Teaching Committee are published by the

Committee in the Course Handbook and its supplements.

• For the purposes of the final classification, the four papers taken at end of first year do
not count.

• Classification for the three-year course is based on four papers taken at end of second
year, and four (or their equivalent) at end of third year.

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 • Classification for the four-year course is normally based on four papers taken at end
of second year, four at end of third year, and three at end of fourth year, or their
equivalent. [It has been agreed that from 2006-7 all students should receive a
classification at BA level based on the examinations taken in the second and third
years, and that the fourth year is classified separately. Thus two classes would be
attached to the MMath.]

• The performance of each candidate on each paper/module is reported in the form of a

Standardised Mark for that paper/module:

• 70+: First class performance on paper

• 60–69: Upper Second class performance on paper
• 50–59: Lower Second class performance on paper
• 40–49: Third class performance on paper
• 30–39: Pass performance on paper
• 0–29: Fail performance on paper

• The descriptors for these levels of performance are set out in the Course Handbook; in
summary:

First Class: the candidate shows excellent problem-solving skills and excellent knowledge of
the material, and is able to use that knowledge in unfamiliar contexts;

Upper Second Class: the candidate shows good problem-solving skills and good knowledge
of much of the material;

Lower Second Class: the candidate shows adequate basic problem-solving skills and
knowledge of much of the material;

Third Class: the candidate shows reasonable understanding of at least part of the basic
material and some problem solving skills. Threshold level.

Pass: the candidate shows some limited grasp of basic material demonstrated by the
equivalent of an average of one meaningful attempt at a question on each unit of study. A
stronger performance on some papers may compensate for a weaker performance on others.

Fail: little evidence of competence in the topics examined; the work is likely to show major
misunderstanding and confusion, coupled with inaccurate calculations; the answers to the
questions attempted are likely to be fragmentary only.

• The final class is determined by the weighted average of the paper standardised
marks.
• For the three-year degree the weights of second and third year papers are 40 : 60.
• For the four-year degree the weights of second, third and fourth year papers are 2 : 3 :
4. [This will be irrelevant where there is a separate class attached to the fourth year of
the MMath (from 2008).]

16. Indicators of quality and standards

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 • QAA Subject Review in 2000 achieving excellent grading

• The reports of External Examiners regularly address issues of quality and standards.

• The annual returns on First Destinations of Graduates demonstrate the success

graduates from the mathematics courses enjoy in the job-market, and in obtaining
admission to graduate courses.

• The External Advisory Panel of the Mathematical Institute (which contains a number
of potential employers of mathematics graduates) meets officers of the Teaching
Committee annually and is kept informed and may be consulted regarding course
content.

GLL, PMN, WBS, NMJW

06/03/02
Revised GLL
2/01/03, 29/05/03, 27/10/03
Revised JD 26/11/04
Revised GLL 27/08/05
Revised criteria for a ‘Pass’ CG 10/03/06 and ratios 2 : 3: 4 09/08/06
Revised to take account of some factual changes CG 20/09/06; and discussion at Teaching
Committee 2nd Oct - 23/10/06

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