Large-scale glacitectonic deformation in response to active ice sheet retreat across Dogger Bank (southern central North Sea) during the Last Glacial Maximum

High resolution seismic data from the Dogger Bank in the central southern North Sea has revealed that the Dogger Bank Formation records a complex history of sedimentation and penecontemporaneous, large-scale, ice-marginal to proglacial glacitectonic deformation. These processes led to the development of a large thrust-block moraine complex which is buried beneath a thin sequence of Holocene sediments. This buried glacitectonic landsystem comprises a series of elongate, arcuate moraine ridges (200 m up to > 15 km across; over 40–50 km long) separated by low-lying ice marginal to proglacial sedimentary basins and/or meltwater channels, preserving the shape of the margin of this former ice sheet. The moraines are composed of highly deformed (folded and thrust) Dogger Bank Formation with the lower boundary of the deformed sequence (up to 40–50 m thick) being marked by a laterally extensive décollement. The ice-distal parts of the thrust moraine complex are interpreted as a “forward” propagating imbricate thrust stack developed in response to S/SE-directed ice-push. The more complex folding and thrusting within the more ice-proximal parts of the thrust-block moraines record the accretion of thrust slices of highly deformed sediment as the ice repeatedly reoccupied this ice marginal position. Consequently, the internal structure of the Dogger Bank thrust-moraine complexes can be directly related to ice sheet dynamics, recording the former positions of a highly dynamic, oscillating Weichselian ice sheet margin as it retreated northwards at the end of the Last Glacial Maximum

HOW EFFECTIVE ARE ‘NUMBER TALKS’ IN DEVELOPING COMPUTATIONAL FLUENCY IN FURTHER EDUCATION STUDENTS?

   This research investigated how effective ‘Number Talks’ were in developing mathematical discourse, and what effect this had on computational fluency, mathematical proficiency, and attitudes of Further Education (FE) students. Adults on mathematics courses in FE, often lack computational fluency, number sense, reasoning, positive attitudes, and communication skills. The lack of these foundational skills contributes to high withdrawal rates, limits life chances, and wastes public money. Questionnaires, tests, observations, and interviews assessed the intervention’s impact.  Findings show that computational fluency and mathematical proficiency increased.  Discourse improved students’ attitudes and enjoyment of mathematics. Students felt more confident, with engagement and discussions improving. Learners displayed a limited range of problem-solving strategies.  It was concluded that students on development courses in FE are missing building blocks essential for success in mathematics. ‘Number Talks’ are a tool which can support students in developing computational fluency and mathematical proficiency. Continuing to use algorithms with no conceptual understanding will not help students build confidence in their own abilities or increase attainment. This dissertation recommends that future research is conducted on pedagogies that support the development of foundational skills in FE mathematics students. Recommendations on the use of ‘Number Talks’ include a longitudinal study, starting earlier in the academic year, involving more students from more diverse backgrounds. Pre-test results should be used to ascertain a baseline for student ability.</p