2. SCQF level: 07 | 3. SCQF credit value: 20 | 4. ECTS credit value: 10 |

- LO1: Understand basic mathematical concepts that are useful for software engineering
- LO2: Write code that implements basic mathematical problems
- LO3: Develop basic mathematical problem solving skills
- LO4: Evaluate and test mathematical problems through implementation

- T1: Woodcock J, Loomes M, Software Engineering Mathematics, Addison-Wesley, 1988.
- T2: Rosen, Kenneth, Discrete Mathematics and its Applications, McGraw-Hill 2006

14b. Location of delivery: Scotland

## 16. LTA approachLearning & teaching methods including their alignment to LOsTaught using weekly lectures and tutorials. Lectures will present the underpinning concepts and principles (LOs 1 & 3). Tutorials/practicals will present students with a graded range of problems that require the applications of the theoretical knowledge presented in the lectures (LOs 2 & 4). Tutorials constitute the formative assessment because the students receive instant feedback on the exercises. Although the coursework is handed in at the end of the semester, it will consist of several parts, which will be developed over the duration of the semester. The students will receive formative feedback on drafts of parts of the coursework during the semester. Embedding of employability/ PDP/ scholarship skills The skills presented in this class build a foundation for higher level materials. It is intended to refer to a few current topic problems (for example the use of prime numbers for encryption), but due to the introductory nature of the module, this might be on the basis of optional further reading materials for interested students. Assessment (formative and summative) All learning outcomes will be covered in the coursework, which will include several parts and code demonstrations. The students will receive formative feedback on drafts of parts of the coursework during the semester. Research/ teaching linkages All team members undertake some scholarly activity in this area. It is intended to use a conceptual approach to mathematics education in this module which has been a scholarly interest of one of the staff members for years. Supporting equality and diversity On line learning materials and resources are available to support inclusiveness and accommodate students from a wide variety of backgrounds. By encouraging supported self-study the module has flexibility that allows students to develop their skills at a pace and time appropriate to their prior experience and individual circumstances. Internationalisation There should be no special issues with respect to internationalisation because of the abstract and introductory nature of the topic. This module will use a conceptual approach to mathematics education based on contemporary German educational research, which has been shown to be able to reach larger student groups than traditional maths education. |

Mode of activity | L&T activity | NESH |

Face-to-face | Lecture | 24 |

Face-to-face | Practicals/Labs | 24 |

Independent learning | Individual learning activities | 156 |

TOTAL NESH | = 200 hours |

Week | Type of assessment | Weighting | LOs covered | Length/ volume |

12 | Practical assessment | 100% | 1-4 | 20 hours |