ABSTRACT
Recent years have seen a greater focus on learning and teaching in mathematics and its applications in higher education. Old assumptions are being re-examined and there are new political agendas to be addressed. What should the typical undergraduate programme contain and how should it be taught? How best do we serve the needs of those who require mathematics as part of their study of another discipline? There will, no doubt, be many valid answers to these questions and this chapter attempts to cover a good crosssection of the issues involved.
