The UCL/KCL Mathematics and Statistics Education Seminar is organised by and for people who teach university mathematics and statistics. The talks focus on good teaching practice and experience, backed up by education research where appropriate. There is also the opportunity to take part in discussions around teaching and learning in higher education.
UCL: Cecilia Busuioc (cecilia.busuioc[at]ucl.ac.uk), Alex Donov (a.donov[at]ucl.ac.uk)
KCL: Natalie Evans (natalie.r.evans[at]kcl.ac.uk), David Sheard (david.1.sheard[at]kcl.ac.uk)
If you would like to be added to the mailing list, please contact Cecilia.
Spring 2024
26th February- 12:30-1:30 on Zoom; Meeting ID: 912 9886 3773; https://ucl.zoom.us/j/91298863773
Speaker: Daniel Willingham
Title: Teaching Students to Teach Themselves
Abstract: When children start school, it is completely up to the teacher to see to it that students learn. But as they grow older, they become increasingly responsible for their own learning. They must learn how to read complicated texts independently, and not just for comprehension, but to remember the contents. They must learn to avoid distraction, commit content to memory, take notes, judge when they have studied enough, avoid procrastination, and more. Studies show that most college students use very inefficient strategies for most of these tasks. In this talk I will summarize research from the last twenty years on a subset of these tasks, focusing on practical applications that can be communicated to students so that they can regulate their learning more efficiently.
12th March- 12-1pm at UCL in Room 03 in Tottenham Court Road (188)
Speaker: Rosemary Harris, UCL
Title: A Random Walk in Multi-Format Lecture Notes (via the African Institute for Mathematical Sciences)
Abstract: The traditional mathematics route to produce lecture notes by compiling LaTeX to PDF gives outputs which
suffer from accessibility problems and are often not optimized for screen viewing, especially on the mobile
devices favoured by many of our students. Various markdown-based solutions have recently been developed to
address this issue and I will report on my own attempts to get to grips with Quarto (https://quarto.org/) and use it
to simultaneously produce lecture notes in HTML and PDF formats with properly typeset equations, cross-linked
chapters and citations. I will demonstrate the features (and possible pitfalls) of this approach in the context of a set
of notes produced for a short course given at the African Institute for Mathematical Sciences (AIMS) in Ghana; along
the way, I hope to convey something of the work of AIMS and what I learnt from teaching in that environment.
26th March- 12-1 pm at UCL in Room 706, 25 Gordon Street
Speaker: Glenn Stevens, Boston University
Title: The Program in Mathematics for Young Scientists (PROMYS) -Past, Present, and Future
Abstract: For almost four decades, PROMYS has been synonymous with deep
exploratory mathematical learning for talented secondary school students and their
teachers. In this presentation we will discuss the history of PROMYS and its underlying
principles as well as strategies for developing mathematical habits of mind that
encourage creativity and innovation. We will also share ideas for new outreach efforts,
currently in development, designed to serve local students from underserved
populations in the Boston area.
Autumn 2024
Unless stated otherwise, talks will take place at 3-4pm in room S2.30 of the Strand Building on the Strand campus of King's College London.
If you are external to KCL, you must sign in at reception in the Strand Building. Please contact one of the KCL organisers (if you have not already) to ensure security know to expect your arrival.
20th November (Wednesday)
Speaker: Dr David Sheard, KCL
Title: STACK assessment in Mathematics at King’s
Abstract: STACK is a KEATS quiz question type which uses a computer algebra system (maxima) to support the creation of online quiz questions. It allows for randomised questions to be written with dynamic feedback which adapts to the students answer. It also allows students to input mathematical answer such as polynomials or other functions, matrices, of even complete calculations and check that they are correct.
In this talk, I will introduce STACK with examples of the types of questions which can be written using it. I will discuss the types of mathematical skills STACK can (and can’t) assess, including proof. I will then talk about how STACK is already being used in the department, and how the funding will be used to develop this further.
Please note, this talk will take place on TEAMS only, and is aimed primarily at King's academics. If you would like to join, please email david.1.sheard[at]kcl.ac.uk for the link.
26th November (Tuesday)
Speaker: Dr Karen Vines, The Open University
Title: When one size must fit all: Designing an Open University statistics module
Abstract: At the Open University our undergraduate teaching model, supported open learning, is planned to work at scale. This means individual statistics modules need to meet the requirements of multiple groups simultaneously. That is, the same module needs to work for a number of qualifications (degree programmes), with students having a wide range of backgrounds and studying in different circumstances. In this talk I will describe how we aim to achieve this, with reference to one particular module “Applied statistical modelling (M348)”.
3rd December (Tuesday)
Speaker: Dr Colin Foster, Loughborough University
Title: Teaching mathematical problem solving: Is it possible?
Abstract: In this seminar, I will explore issues around teaching problem solving in mathematics. I will examine different ways in which the term ‘problem solving’ can be understood and suggest a framework for thinking about it. Problem solving is often felt to be conspicuous by its absence from much undergraduate mathematics. I will suggest an approach to teaching problem solving that focuses on the systematic and explicit teaching of specific, carefully-chosen problem-solving tactics, as opposed to more widely applicable generic strategies. I hope that colleagues will be willing to share their thoughts and experiences.
Please note, this talk will take place on TEAMS only. If you would like to join, please email david.1.sheard[at]kcl.ac.uk for the link.
10th December (Tuesday)
Speaker: Dr Wodu Majin, University of Sheffield
Title: A case study of mind maps in mathematics
Abstract: In this presentation I will discuss how I have used mind maps in my teaching. In particular, I will describe an assignment in which students were asked to produce mind maps in a module that heavily featured numerical methods. I will explain my reasons for developing this kind of assignment and what skills I wanted students to develop. I will also reflect on the implementation of the assignment, and on student engagement with it. I will use this as a springboard to briefly discuss challenges and possibilities of helping students develop a richer understanding of mathematics.
Summer 2024
7th May
Location: Online via Zoom
Speaker: Prof. James J. Cochran, University of Alabama.
Title: Reengaging and Reenergizing your Students and their Instructor through Active Learning in the Modern Statistics/Analytics Classroom!
Abstract: We in the statistics community understand that Analytics (and specifically OR and Statistics) are inherently interesting, relevant, important, and enjoyable disciplines - unfortunately many of our students (particularly those in introductory Analytics courses) don't seem to share this understanding with us! So how do Analytics instructors help students appreciate that Analytics is interesting and relevant and important and enjoyable? Professor Cochran discusses several classroom cases and active learning exercises he has developed and regularly uses to accomplish this goal when teaching introductory Analytics courses.
Throughout this session Professor Cochran will emphasize his points with live demonstrations and discussions of several interesting and novel active learning exercises and cases. Card tricks, classroom versions of television game shows, and an exercise that utilizes children’s toys will be featured. Because many of these exercises are easily transferable across topics, instructor/classroom styles, cultures, national borders, institutions, faculties, programs, and class sizes, it is very likely you will walk away from this session with ideas on how to improve your own teaching (indeed, Professor Cochran will be very disappointed if you don't!).
Be prepared – audience participation is an integral part of this session, and Professor Cochran may call on you during the session!
Spring 2024
All talks took place at 1:30-2:30pm at UCL, Bloomsbury Campus.
7th February
Location: Torrington Place (1-19), Room 102
Speaker: Dr Chris Sutton, Queen Mary, University of London
Title: Embedding Climate Change in the Undergraduate Mathematics Curriculum with Student Co-Creators
Abstract: This seminar will summarise a project exploring how analysis of climate change can be embedded in a range of modules including pure, applied, statistics and computing using student co-creators. We will then use this project to reflect on the potential for student co-creation in curriculum development.
15th February
Location: Torrington Place (1-19), Room 102
Speaker: Prof Michael Grove, University of Birmingham
Title: Approaches to feedback in the mathematical sciences: just what do students really think?
Abstract: Within the mathematical sciences there exist particular challenges associated with the provision of timely and detailed feedback, both of which are important given the widespread use of formative, and typically weekly, problem sheet assessments to aid and structure the mathematical development of learners. In this talk I will report on the outcomes from a cycle of action research that was designed to enhance the feedback received by students and their subsequent engagement with it in a large research-intensive mathematical sciences department along with more recent work to explore how students engage with additional opportunities for support and feedback to aid their mathematical learning. Student views on the current feedback they receive will be discussed, but more broadly the findings offer insight into alternative feedback practices that mathematical sciences departments might wish to explore.
21st February
Location: 188 Tottenham Court Road, Room 03
Speaker: Dr Gihan Marasingha, University of Exeter
Title: Student-Staff Partnerships in a First Year Introduction to Proof Module
Abstract:
28th February
Location: 188 Tottenham Court Road, Room 03
Speaker: Antonio d'Alfonso del Sordo
Title: Some Tools in Undergrad Maths Teaching: Student-Authored Exam Questions and Insights from TEFL
Abstract: By the end of their degree, we expect our students to be independent learners who can read and understand mathematical texts (e.g. textbooks/papers) and study to understand the course material rather than trying to learn the exam. In practice, many of our students do not meet this expectation, in large part because we rarely teach these skills directly — they form part of the so-called hidden curriculum.
In this talk, I will present some activities I employed during an undergraduate calculus course which aimed to address these issues. I will also discuss how I borrow tools and techniques from my experience as a qualified English as a foreign language teacher to design my teaching sessions. Part of this was developed jointly with David Sheard (KCL).
13th March
Location: Torrington Place (1-19), B09
Speaker: Dr Joan Nakato, Univeristy of Warwick
Title: Professional competencies in Mathematical Sciences
Abstract: Although STEM programs adequately equip students with the disciplinary knowledge required for the workplace, research suggests that STEM graduates have insufficient professional competencies. Further, employers expect STEM graduates to be able to link their areas of expertise to other disciplines (Sarkar et al., 2016) so that “a subject is not divided by watertight bulkheads from all others. In this talk, I will reflect on the journey thus far towards fostering professional competencies in Mathematical Sciences.
All talks took place at 1:30-2:30pm in room K0.50 of the King's Building, on the Strand campus of King's College London.
11th October
Speaker: Dr Asuka Kumon, King's College London
Title: The King's Factor
Abstract: The King’s Factor is a free after-school programme that brings together students from Year 12 and Year 13 and gives them the opportunity to build their mathematical skills in a supportive environment. In each session, sixth form students work through a variety of interesting mathematical problems to help them prepare for A Levels, university entrance exams, and further study. Nevertheless, The King’s Factor is not just about helping students to achieve excellent exam grades. By providing a valuable insight into life at university, the programme also intends to open students’ eyes to the varied opportunities and pathways available to them after sixth form. In the long term, The King's Factor aims to promote further diversity in STEM (Science, Technology, Engineering and Mathematics) career fields by increasing the number of students from underrepresented backgrounds who go onto study a STEM subject at university. As such, The King's Factor is designed to improve students’ perception of Mathematics and its applications.
18th October
Speaker: Dr Jean Lagacé, King's College London
Title: A variant on two-stage examination
Abstract: The two-stage examination method is a variant on exam taking whereby students are asked to take the same exam twice --- once in the 'usual' way, and the second time in small groups of three to four. It has been used in mathematics, physics and engineering since its inception 20 years ago at UBC in Vancouver, but is normally used in basic modules in the first or second year.
I will talk about a trial I am running on two-stage exams in a Masters level class. Here, the focus will be a bit different: I use the second part, in groups, to ask the students slightly more open-ended questions. In this talk I will talk about the concept, my observations, and the challenges that were faces in the first implementation.
8th November
Speaker: Dr Robbie Bickerton, University of Edinburgh
Title: Alternative assessments of Mathematical Proof
Abstract: The purpose of this talk is to introduce a practical method for assessing mathematical proof online. We examine the effect of faded worked examples and reading comprehension questions to student's understanding of proof. By breaking down a given proof, we will demonstrate a checklist that can be used to generate comprehension questions which can be assessed automatically online. We then provide some preliminary results of deploying such questions.
In addition, we shall examine several examples of proof comprehension questions that have been created by following this checklist. In particular, I will discuss some ongoing work related to the creation of proof comprehension tasks used to assessment of proof in a higher-level undergraduate pure mathematics courses.
15th November
Speaker: Prof. Lara Alcock, Loughborough University
Title: Investigating and Improving Proof Comprehension
Abstract: Undergraduate mathematics students see a lot of written proofs. But how much do they learn from them? Perhaps not as much as we would like, and perhaps we would like to improve their ability to engage with mathematics by reading. This talk will present a sequence of research studies addressing this issue. It will first describe studies on e-Proofs, which attempted to improve comprehension via proof-specific learning resources. It will then describe an eye-tracking study that provided real-time data on both student and expert mathematical reading. Finally, it will describe the effects of generic mathematical self-explanation training, investigated via both experimental and eye-tracking methods. Together, these studies provide insight into what is special about mathematical reading, and how students can be supported in reading more effectively.
22nd November
Speaker: Prof. Dan Abramson, King's College London
Title: What can universities learn from the learning and teaching of mathematics at King's Maths School?
Abstract: King's College London Mathematics School is for students aged 16-18 with an enthusiasm and aptitude for mathematics, and aims to widen participation in high-quality degrees and careers in the mathematical sciences.
The school opened in 2014 and for nearly 10 years has been evolving a pedagogy and curriculum tuned to generating confident, skilled and articulate mathematical thinkers.
In this talk I will explore those aspects of pedagogy and culture at KCLMS that universities might use to improve their teaching and learning.
29th November
Speaker: Dr Peter Rowlett, Sheffield Hallam University
Title: Effective practice in mathematical outreach
Abstract: There are many ways to engage with mathematics, and therefore many different forms of maths engagement aimed at different audiences. A brief survey will present a range of different practices and encourage thought about target audience. We'll consider how to design effective outreach, and how informal engagement with maths before university can influence the decision to study maths at university. From a practical point of view, I will describe a programme of maths engagement for secondary school students implemented in local schools and on campus.