Thematic workshops as essential part of mathenatics course for non-mathematic majors. 

Abstract:

In this talk, we explore the integration of thematic workshops as a crucial component of a mathematics course designed for non-mathematics majors, specifically targeting students in Media Technology programs. Many of these students arrive with weak mathematical backgrounds and lack enthusiasm for the subject. Despite their disinterest, a mandatory mathematics course taught by a faculty member from the Mathematics Department is a legal requirement. Unfortunately, this often results in poor exam performance and widespread student disengagement.

Our approach aims to bridge the gap between the abstract nature of mathematics and its practical applications in media-related professions. While modern software tools, such as game engines and image or film editing software, intentionally and increasingly obscure the mathematical concepts underlying their functionality, it is essential to demonstrate to students that mathematics plays a vital role in their future careers. To achieve this, we have structured the course around 12 lectures and 4 full-day workshops. Each workshop is closely tied to exam topics and is preceded by three corresponding lessons, enabling students to apply theoretical knowledge in hands-on settings.

The course is a collaborative effort between mathematics and media technology instructors, ensuring that the workshop topics are relevant and tailored to the students' fields of study. However, despite these efforts, students frequently express concerns that the mathematical content remains overly abstract and difficult to grasp. This highlights the need for further refinement in both the course content and its delivery methods, with a focus on making mathematics more accessible and engaging for non-mathematics majors.

Date: 28th October 2024 @16.00 CET

Registration Form: https://forms.gle/mjEuQY7F6kaWss38A 

About the speaker: 

https://vbn.aau.dk/en/persons/ot 

The video lecture: https://youtu.be/dWQlIngDmyk 

Math as play – how, what and why to use recreational math in education  

Abstract

Over the last few decades, there has been a surge of interest in recreational math, inspired mainly by the work of the late Martin Gardner. It is challenging to define recreational math precisely; however, it generally means the interconnection of math with the Arts and other creative areas, such as games, puzzles, and magic. Recreational math combats standard views that math is ‘just for nerds’, ‘boring’, ‘difficult’, and ‘useless’ by showing that contrary to common belief, math can be ‘popular’, ‘exciting’, ‘challenging’ and ‘useful in day-to-day life’.

Moreover, teachers and students who engage in recreational math activities develop valuable 21st-century skills blending creative thinking, deep, interdisciplinary knowledge, and stamina. In this talk, we will overview recreational math and discuss how it can be used much more - in formal and informal education. We will also present some surprising insights from case studies that we have explored.

Date: 4th of November 2024 @16.00 CET 

About the speaker

https://www.linkedin.com/in/yossi-elran/?originalSubdomain=il 

The Video Lecture: https://youtu.be/Th-Rh_mnjU8 

Mathematics in Action: Real-World Applications and Practical Insights 

Abstract: 

Mathematics is often considered a collection of abstract theories and complex equations, but its true power lies in its ability to solve real-world problems across diverse fields. In this talk, we will explore how mathematics extends beyond the classroom, having robust applications in areas such as medicine, biomechanics, exercise physiology, engineering, economics, finance, electronics, environmental science, and computer science. This way, we can finally see the true nature of mathematics, not just as an academic subject but as a powerful tool for innovation, problem-solving, and the advancement of human knowledge.

Date: 11th of November 2024 @16.00 CET

About the speaker

Maria is a Research Assistant at the School of Chemical and Environmental Engineering at the Technical University of Crete. More about Maria, please check it here: https://scholar.google.com/citations?user=eap4_KIAAAAJ&hl=el&oi=ao 

The Video Lecture: https://youtu.be/AUzbrLsjv1I 

Results from an Interactive Augmented Reality Experience for Vector Hands-On Trial

Abstract :

This work investigated the vector equation of a straight line, a topic in vector geometry that students often struggle to understand, in an interactive, immersive augmented reality (AR) experience. In a user test, 28 undergraduate engineering students solved different collaborative tasks using the AR tool during a student-centered learning activity in a university mathematics course. Augmented reality combines virtual content with reality to create a coherent experience. Compared to desktop or mobile applications, immersive AR experiences, often using head-mounted displays (HMD), can be more engaging due to its multi-sensory user interaction, such as hand gesturing, spatial movement, and the perception of true three-dimensionality in a stereoscopic view. Due to recent improvements in hardware and decreasing costs, AR has been used more frequently in educational settings. Still, compared to the mobile form factor, HMD-based AR studies are underrepresented. While multiple studies report benefits of AR in education, such as increased student performance, achieving these benefits depends on the context of use and the specific AR implementation. The results of this work suggest that the three-dimensional and dynamic nature of immersive AR is well suited to investigating mathematical concepts such as the vector equation of a straight line. Compared to virtual reality (VR) experiences, immersive AR facilitates peer-to-peer interaction. Students were motivated to use the technology and reported task-related learning outcomes from the activity. For university curricula to benefit from immersive AR, interdisciplinary teams need to share knowledge to create appropriate AR experiences. Moreover, an AR implementation should follow a long-term approach and include students from both educational and technical domains into the design process. (from Master’s Thesis: http://kau.diva-portal.org/smash/record.jsf?pid=diva2:1874227)

Date: 18th of November, @16.00 CET 

About the speakers.

Mr. Linus Geewe

Assoc. Prof. Ala Sarah Alagra

Prof. John Soren Petterson

Assist. Prof. Mirela Vinerean

The Video Lecture: https://youtu.be/B8BBIcHOlL4 

The impact of visualizations on Mathematics Teaching

Abstract: 

Mathematics is one of those subjects in which teaching requires illustrations of abstract theoretical concepts and relations in a suitable way on examples, aiming to help students better understand connections and attain better insight into presented problems. Dynamic mathematical programs are educational tools that enable the visualization of mathematical entities in the form of dynamic models. Development of the model itself and working with it during study require a new attitude to the role of teacher and student in the educational process, change in the form of the educational environment and contents of the educational process. The active participation of students in the educational process in interesting forms can contribute to better understanding and a more positive approach to learning itself, which becomes more about discovering dependencies and investigating activities and processes than memorizing a huge amount of incomprehensible facts and data. Visualization can also be regarded as a certain form of application. Therefore, the development of visual models is also a kind of evaluation of the knowledge depth and level of understanding of the presented concept, fostering acquired knowledge and its usage and transfer into a different context. 

Date: Postponed for the 24th of February, @16.00 CET  

About the speaker:

https://scholar.google.com/citations?hl=el&user=ShofElUAAAAJ 

The Video Lecture: 

 Bridging the Gap: Teaching Mathematics in Engineering and Unveiling Its True Potential

Abstract: 

Teaching Mathematics in Engineering courses is crucial in shaping students’ understanding and appreciation of the subject. Far from being a detached or overly abstract discipline, Mathematics serves as the foundation for solving complex engineering problems. However, myths surrounding its difficulty and perceived irrelevance can hinder students' engagement. This talk explores strategies to teach Mathematics in Engineering programs, emphasizing its practical applications and critical importance in innovation. We will address common misconceptions, demonstrate how Mathematical thinking empowers engineering solutions, and highlight the role of educators in fostering an inclusive learning environment. By demystifying the subject and demonstrating its value, educators can transform student perceptions, promoting confidence, engagement, and intellectual curiosity in this vital field.

Date: 2nd of December 2024, @16.00 CET

About Speaker: 

Deolinda M. L. D. Rasteiro was born in Angola in 1968 but lives in Portugal since 1974. Graduated in Mathematics from the University of Coimbra in 1992, a Master's in Statistics and Operations Research from the University of Lisbon in 1997, and a Ph.D. in Mathematics in Network Optimization, in 2006, from the University of Aveiro. She is a Coordinator Professor at ISEC, where she was vice president from 2006 to 2010. Teaches Statistical Methods in the degree courses of Mechanical Engineering and Informatics, Applied Mathematics, and Decision Support Methods in the master’s courses in Electrical Engineering, Master's in Biomedical Engineering, and Master's in Physical Asset Management. She is currently chair of the Mathematics Special Interest Group at SEFI and co-responsible for the Mathematics Group at SPEE (Portuguese Society for Engineering Education). She has co-authored more than 60 articles in the fields of applied mathematics and education, as researching new methods to introduce mathematics to students has been her priority in recent years. She was responsible for Erasmus+ Rules_Math at IPC/ISEC, and is, also at IPC/ISEC, currently responsible for the Erasmus+ project: MATH-DIGGER (MATHematics DiGital Escape Rooms) and for the Erasmus+ Project GIRLS - Generation for Innovation, Resilience, Leadership, and Sustainability. The game is on!

The Video Lecture: https://youtu.be/9jam8DMCAD0

STEM and emerging technologies, 3D printing, AR, VR, MR

Abstract: 

TBA

Date: 9th of December 2024, @16.00 CET

About Speaker: 

Zsolt Lavicza has worked on several research projects examining technology and mathematics teaching in classroom environments at the Universities of Michigan and Cambridge. In addition, Zsolt has greatly contributed to the development of the GeoGebra community and participated in developing research projects on GeoGebra and related technologies worldwide. Currently, Zsolt is a Professor in STEAM Education Research

Methods at Johannes Kepler University’s Linz School of Education. From JKU he is working on numerous research projects worldwide related to technology integration into schools; leading the doctoral programme in STEAM Education; teaching educational research methods and coordinating research projects worldwide.

More about his research have a look here: https://scholar.google.at/citations?hl=en&user=1526ABEAAAAJ&view_op=list_works&sortby=pubdate

The Video Lecture: 

Innovating methods for teaching and learning: constructing and implementing examples in a computer assessment system (STACK)

Abstract: 

STACK is an assessment system for mathematics, science, and related disciplines designed to enable students to answer questions using mathematical expressions.

Math questions often have to be multiple choice questions, but students can enter direct math answers into Moodle with the STACK question type.

STACK questions can have several parts, and each part can be assessed separately. STACK questions can also include randomly generated components, which makes it much easier to create a series of practical questions and also prevents students from collaborating during a test.

Staff feedback options are now essential. Student responses can be assessed through a series of tests, with feedback and different grades returned to students based on test results. 

Date: 16th of December 2024, @16.00 CET

About Speaker: 

https://scholar.google.com/citations?hl=el&user=IE3LodoAAAAJ 

The Video Lecture: 

Mathematics for All: Innovative Approaches to Teaching and Engagement

Abstract: 

In an era where data and analytical thinking are integral to every field, teaching mathematics has become both a challenge and an opportunity. In this talk, Anita Kloss-Brandstätter, professor at Carinthia University of Applied Sciences and host of the YouTube channel "Sciencebarbie," will explore effective methodologies to teach mathematics to diverse audiences. Drawing on her experience as an organizer of the annual Women in Data Science-Villach conference, she will highlight inclusive strategies that empower students, particularly those underrepresented in STEM. We will explore modern tools, digital platforms, and real-world applications that make mathematical concepts accessible, engaging, and relevant. By focusing on creative approaches and fostering a supportive learning environment, educators can inspire confidence and curiosity in mathematics, transforming it from a intimidating subject into a powerful tool for all.

Date: Canceled

About Speaker: 

https://scholar.google.com/citations?user=7YwmuBoAAAAJ&hl=el&oi=ao 

The Video Lecture: 

Teaching mathematics with sXXI sense: How to motivate the interest and importance of Mathematics in these wild times

Abstract: 

Date: To be rescheduled 

About Speaker: 

https://portalciencia.ull.es/investigadores/82004/detalle 

The Video Lecture: 

Teaching and Learning Statistics using Excel: Practical Tools for Data Visualization and Analysis. 

Abstract: 

In this talk, we will discuss how Microsoft Excel can help teach and learn statistics, focusing on data visualization and analysis. We will provide examples of how Excel can be used for tasks like descriptive statistics, hypothesis testing, and regression analysis. The strengths and limitations of Excel will be compared to R, and we’ll also share findings from a study examining how these tools impact students’ understanding of statistical concepts, offering practical insights for education.  

Date: 3rd of February 2025, @16.00 CET

About Speaker: 

Faton Merovci is a professor of Mathematics and Statistics in the Faculty of Mechanical and Computer Engineering at the University of Mitrovica “Isa Boletini” in Kosovo. For more information, please click here: https://scholar.google.com/citations?user=1IVqSyAAAAAJ&hl=en&oi=ao 

The Video Lecture: 

The Mathematics Behind the Scenes of Physics

Abstract: 

In this talk, we will explore the fundamental role of mathematics in understanding and demonstrating key concepts in physics. Through physical demonstrations, we will highlight how various mathematical tools and ideas are essential to explain natural phenomena. The demonstrations will cover various educational contexts, from elementary and secondary school to university-level physics, as well as informal education and science outreach. This presentation aims to illustrate the hidden mathematical structure behind the physical world by connecting mathematical theory with live experiments.

Date: 10th of February 2025, @16.00 CET

About Speaker: 

For more information, please click here: https://portalciencia.ull.es/investigadores/81521/detalle 

The Video Lecture: 

Teaching and learning Mathematics in a Digital Learning Environment

Abstract: 

The COVID-19 pandemic has accelerated a substantial renewal of teaching with technologies. In this new perspective, teachers are required to make an educational investment that is increasingly capable of innovating and differentiating teaching strategies to make them more suitable for the current era and the needs of students.

The talk is focused on the key role of Digital Learning Environments (DLE) in the teaching and learning processes of Mathematics. We will explore methodologies and theoretical approaches that DLEs allow to introduce and empower, such as adaptive teaching, problem-posing and solving, automatic formative assessment, collaborative learning, and teamwork. 

Date: 17th of February 2025, @16.00 CET

About Speaker: 

Marina Marchisio Conte is full professor of Mathematics Education at the University of Turin and Delegate of the Rector for the development and promotion of the University's Digital Education strategies. Her research is focused on Digital Education, in particular learning and teaching Mathematics and scientific disciplines using digital methodologies and innovative technologies. She coordinates the DELTA - Digital Education for Learning and Teaching Advances - Research Group of the University of Turin. She is a member of the Problem Posing and Solving working group of the Italian Ministry of Education which involves more than 800 secondary schools, 2000 teachers and 30000 students all over Italy. She is the President of the SUISS and is the coordinator of a PhD Program in Strategic Sciences. She coordinates several research and didactic projects, held and organized numerous conferences, and is the author of several publications on Digital Education.

For more information, please click here: https://scholar.google.com/citations?user=O0-DhqEAAAAJ&hl=el&oi=ao    / https://www.suiss.unito.it/do/docenti.pl/Alias?marina.marchisio#tab-profilo 

The Video Lecture: