Drawing on large-scale survey data and interviews with students during their first year at university, and case studies in their institutions, we explore the problems faced by students taking mathematically demanding courses, e.g. physics and engineering. These students are often taught mathematics as a service subject by lecturers of mathematics. Analysis of students’ perceptions of transition suggests that ‘the lecture’ in Higher Education continues to pose problems. Thematic analysis of interview data shows that these problems relate to the way lectures involve ‘time pressure’ and ‘lack of dialogue/interaction’ which are practices that we associate with transmissionist pedagogy generally and can also create negative dispositions. A case study of one mathematics course for engineering that we argue made a difference is presented, and conclusions drawn for developing practice which are especially pertinent with the introduction of the Teaching Excellence Framework to monitor and assess teaching in universities.

中文翻译：

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“他们（讲师）必须在一小时内达到一定的水平”：大一学生在服务数学讲座上的问题

利用大规模调查数据和大学第一年与学生的访谈以及在其机构中进行的案例研究，我们研究了参加数学要求很高的课程（例如物理和工程）的学生所面临的问题。这些学生经常被数学讲师作为服务科目教授数学。对学生对过渡的看法的分析表明，高等教育中的“讲座”继续构成问题。对访谈数据的主题分析表明，这些问题与讲授涉及“时间压力”和“缺乏对话/互动”的方式有关，这些是我们通常与传播主义教学法相关的做法，也可能产生负面倾向。我们提出了一个工程数学课程的案例研究，我们认为这有所作为，