Mathematics and Statistics Education Seminar


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.

Organisers

If you would like to be added to the mailing list, please contact Cecilia.

Schedule

Summer Term 2024

7th May 2024 

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 will take place at 1:30 pm 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).

6th March: Break

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.



Autumn 2023

All talks took place at 1:30-2:30 in room K0.50 of the King's 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.


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. 

25th October: Break

1st November: Break

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.