Using online STACK assessment to teach complex analysis: a prototype course design?

Richard Gratwick, Steven O'Hagan


We describe a new course design, informed by our experience of the pandemic, that we think could be used in other high-level mathematics courses. The course’s main resource was a set of interactive STACK workbooks containing the course notes, automatically-marked comprehension and practice questions for self-assessment, and short videos of examples, calculations, and high-level motivation. This freed up synchronous class time to address conceptual understanding using interactive polling. We describe the course and discuss how it worked in practice.


university mathematics teaching; blended learning

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Advance HE (2020), Blended Learning. Available via (last accessed 29 November 2022).

Alcock, L. (2018). Tilting the classroom. London Mathematical Society Newsletter, 474, pp. 22-27.

Sangwin, C. J. and Kinnear, G. (2021). Coherently Organized Digital Exercises and Expositions. PRIMUS, pp. 1–12.



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