This workshop supports the mechanics course. I was pleased to be able use it as an opportunity to highlight Emmy Noether's contributions to mathematics -- thanks to Lynne Walling for writing the biography.

A highlight of this workshop is that it invites students to consider different ways of solving a problem. There is a choice between question 2A and 2B. Both are completely reasonable but 2B is intended to be more appealing. An extra insight can be used to simplfy the calculation. The final question is designed to prompt students to reflect on their previous answers to look for a deeper similarlity between the questions.

This workshop supports the analysis course, as well as offering a taste of the year two metric spaces course. The format is different and is based on work of Rachael Carey. Students are given a proof to read and annotate (pages 1 and 2) in groups of 2 or 3 before forming larger groups of 4 to 6 to tackle the subsequent questions. The format is intended to help students learn to read dense, technical proofs.

This workshop is designed to support students learning about continuity for real functions. I think this is one of the highlights of the year one curriculum (although I am biased as a topologist). This task is intended to challenge students by introducing a definition they have not seen yet. However, they will have developed the skills needed to pick apart these proofs and understand how they fit together. In 2020, most students completed this workshop very well. A positive aspect was many found it to be easier than an earlier 'reading' workshop which helped them appreciate the progress they'd made.

The workshop below supports the introduction to proof and analysis courses. This is also an example of a format change that I developed to run these workshops online during covid-19 restrictions. The goal was to maintain the collaborative nature of the workshops while still allowing students to develop their mathematical writing. The slides can the shared on zoom and annotated in a breakout group by all participants. This gives students a shared workspace to discuss the same mathematics. The tools used to annotate have limitations but these were mitigated by converting a question with awkward notation to a 'fill-in-the-blank' format.