Authenticity in learning, teaching and assessment

Mathematics graduates traditionally are recognised for their problem solving, critical thinking, and analytic skills. However, the methods often used to hone these skills at university are often abstract and decontextualized. This can often create a disconnect between expected capabilities of a mathematics graduate from employers and the actual problem-solving skills required in their career. In this case-study we will outline how the programme team has developed our approach to authentic learning and authentic problems to bridge this gap and ensure graduates are prepared for the workforce.

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The article was first published in MSOR Connections: Masterson, B., Sharples, N., Jones, M.M., Lawrence, S., & Megeney, A. (2024). Authenticity in Learning, Teaching and Assessment. MSOR Connections, 22(2), 29-36. https://doi.org/10.21100/msor.v22i2.1488
The published article is reproduced in the Middlesex University Research Repository with permission.

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