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Research talks

Using an audience response system - what do the audience DO with the feedback?

British Society for Research into Learning Mathematics (BSRLM) Conference June 2010 at University of Nottingham (19/06/2010). With Sally Barton.

This is work in progress looking at how to assess the assessments. The first year cohort of undergraduate mathematics students at Nottingham has experienced a range of assessment types in this academic year. They have been assessed using formative and summative coursework, in class tests and computer-based tests, and formative use of audience response systems.
The use of an audience response system was new to them and the opportunity was taken to seek their views of their behaviour during the response system classes and afterwards. We also asked their view of the effect of the other assessment methods on various aspects of their learning experience. Views were sought on how the behaviour of students was affected by taking these assessment types, particularly in relation to reading notes, keeping up-to-date with lecture material and encouraging students to seek support when needed.
In this session we will present our initial findings of what kind of student behaviour seems to be encouraged by which type of assessment and thoughts as to how we might use that information.
In particular in relation to the electronic system we looked at how students approach answering questions, what they do after answering a question correctly or incorrectly, and how that behaviour changed according to whether or not they had guessed their answer.

Podcasting History

BSHM/MSOR The History of Mathematics in the Undergraduate Curriculum, University of Greenwich (30/03/2010).

This one day conference provided a series of different approaches used in teaching history of mathematics. I was asked to speak on podcasting history and spoke about the practicalities of recording and distributing history content for the Travels in a Mathematical World and History of Maths and x podcasts.

Guarding Art Galleries: Design and evaluation of an undergraduate research based group project in mathematics

Annual Learning and Teaching Conference 2010, Nottingham Trent University (29/03/2010). Abstract:

"Problem Solving" is a second year BSc (Hons) Mathematics module aimed at developing mathematical and transferable skills and not based around a particular topic.

Some literature was reviewed in relation to transferable skills and what group projects and self-motivated learning can achieve in skills development. This review was used to inform the design of a group project task based around independent student research.

The project task involved students working in groups to research a mathematical topic and using these findings to solve a series of set problems. Students were given skills development sessions on finding and using references, giving presentations and writing reports. An indicative initial reading list was given as a starting point but, apart from the skills development sessions, there was no formal teaching material. Students were required to research the topic independently to answer a set of problems, then to explore the topic more broadly in a direction of their choosing to propose an extension of the original problem. Their findings were presented in a fully referenced report and in a presentation to peers.

The topic chosen was Art Gallery Problems, problems of determining the number of guards needed to keep every point in a room under surveillance. These are pure mathematics problems using a real world context for inspiration but not intended to be applicable. This means the simplifying assumptions allow plenty of room for students to explore the limitations and possible extensions of the theory.

Undergraduate mathematicians are logical problem solvers but can tend towards more formal teaching scenarios and can lack skills around communication and group working. This task was intended to address module learning outcomes around working in groups, using reference information and communication using reports and presentations. In addition the task was designed to encourage critical evaluation of a mathematical model and communication of mathematical ideas to audiences of differing mathematical abilities. The model of independent student reseach - unusual in mathematics teaching - fitted very well with these module learning outcomes.

This talk will outline the literature findings and the design of the group project task and associated assessment. Results from a student evalutation are used to provide an evaluation of the teaching.

Workshop: Visual impairment in Maths, Stats and OR (MSOR)

I chaired a one day workshop for the MSOR Network at Nottingham Trent University (17/12/09). The abstract is below.

The theme of this workshop is issues surrounding access to and interaction with mathematical content by visually impaired students. The workshop will explore these issues and look at some ways technology can help.

The workshop will be of interest to those wishing to gain an insight into the issues surrounding access to MSOR content and those interested in the use of technology to support teaching and learning by visually impaired students in MSOR subjects. It will offer practical advice for those involved with teaching or supporting such students.

Speakers: Emma Rowlett, Emma Cliffe, Michael Whapples, Eckhard Pfluegel and Alistair Edwards.

View slides from 'Workshop: Visual impairment in Maths, Stats and OR (MSOR)'.

Using Art Gallery Problems to teach mathematical and employability skills in a higher education group project

BSRLM Autumn Conference 2009 at Loughborough University (14/11/2009).

"Problem Solving" is a second year BSc (Hons) Mathematics module aimed at developing mathematical and transferable skills rather than teaching a particular topic. Some literature is reviewed in relation to employability and what group projects can achieve in skills development. The application of this to designing a group project task and associated assessment based around Art Gallery Problems is presented. These problems in combinatorial geometry are phrased in "real-world" terms, as a problem of minimising the number of guards needed to view every point in an art gallery. However the simplifying assumptions limit the real-world applicability which allows plenty of room for students to explore the limitations and possible extensions of the theory. This task was intended to develop team working and other key skills and to encourage critical evaluation of a mathematical model and communication of mathematical ideas to audiences of differing mathematical abilities. The assessment included an initial plan, minutes of weekly team meetings, reports to a nonmathematical 'client' and a report and presentation to a mathematical audience. Results from a student evalutation of the project are also presented.

Group projects based on Art Gallery Problems

I contributed a talk to a workshop on "Integration of Graduate Skills into Maths Programmes" at the CETL-MSOR Conference 2009 "Opening Windows on Mathematics & Statistics" at the Open University (08/09/2009). The abstract for my talk is below.

This talk will examine what group project work can achieve and present how this was applied in a transferable skills module at NTU. A group project based around the Art Gallery Problems was designed to encourage critical evaluation of a mathematical model and communication of mathematical ideas to audiences of differing mathematical abilities.

Experience of Questionmark Perception at Nottingham; Is Maple TA the answer?

CETL-MSOR Conference 2009 "Opening Windows on Mathematics & Statistics" at the Open University (07/09/2009).

Questionmark Perception has been used for several years at Nottingham and the experience has been quite problematic. Questionmark Perception has been used for formative assessment and for summative timed exams in honours mathematics and engineering service teaching over three years and a good amount of expertise has been developed in coping with the problems encountered when using the system. This session will relate the experience of the technical and teaching staff running assessments in Questionmark Perception as a case study to ask whether this software is really suitable for MSOR subjects. A recent development at Nottingham is the opportunity to try Maple TA, initially to replace a legacy system used for small-scale summative assessment in a Foundation year course. Initial thoughts will be given as to whether Maple TA could be more useful to MSOR teaching and whether its use could be expanded into the assessments currently given in Questionmark Perception.

It is hoped that this session will attract people who are using e-assessment systems in their teaching and learning for a useful discussion on the merits of various systems to our community. In recent time I have met several colleagues from other universities using these two systems with mixed results who do not know each other and I think it is important to try to get people together to see how we can identify best practice in this area.

Accessing MSOR: Visual impairment hands-on workshop

I convened a workshop on Visual impairment at the CETL-MSOR Conference 2009 "Opening Windows on Mathematics & Statistics" at the Open University (07/09/2009). The abstract is below.

Due to the visual nature of MSOR subjects, particularly diagrams and mathematical notation, students with visual impairments often encounter difficulties accessing and producing content. This session will provide participants with conceptual understanding into the problems visually impaired students may face when taking MSOR subjects. It will also develop practical ideas and skills in using the equipment and methods by which such students will access and produce MSOR content. This session will be practical and hands-on, requiring active participation from all attendees in tasks both simulating the experience of visually impaired students and the process of supporting such students in their learning.

Speakers: Emma Rowlett, Sidney Tyrrell and Eckhard Pfluegel.

Electronic Voting Systems or Response Systems

Education seminar, School of Mathematical Sciences, University of Nottingham (09/07/2009).

An Electronic Voting System (or Audience Participation System, or ...) is familiar if you have watched Who Wants to be a Millionaire as the "Ask the Audience" lifeline. Each audience member is given a small box with digits 0-9 on and multiple choice questions are displayed on screen with results appearing instantaneously. Some analysis of the data is available. The lack of need for a "show of hands" and the fact everyone votes before the result appears may produce more honest results and a greater degree of participation from students. That the results appear on screen instantaneously and are recorded for later analysis has an advantage over, say, the OMR forms. I will talk a little about use of the technology elsewhere and give a demo of what this technology can do and how to use it.

View slides from 'Electronic Voting Systems or Response Systems'.

Maths-Prom "Using New Technologies" Day

I was involved with a Maths Promoters' Network day on "Using New Technologies" (22/05/2009).

I introduced the day and contributed to sessions on social networking and podcasting. You can read about this in a blog post summary of this day I wrote. Matt Parker assisted me with a live podcast recording, which can be heard in episode 31 of the Travels in a Mathematical World podcast.

Chalk & Talk and Interactive whiteboards

E-Learning in Mathematical Subjects (ELMS), Nottingham Trent University (16/12/2008)

This talk covered methods for teaching mathematics - chalk and talk and OHP slides to PowerPoint and interactive whiteboards. Following this was a demonstration of the features of an interactive whiteboard and a chance for the audience to have a go with one themselves.

View video of 'Chalk & Talk and Interactive whiteboards'.

The perils and pleasures of recording podcasts on history of maths for a modern day generation

BSHM "Maths in View", University of Greenwich (15/12/2008).

With Noel-Ann Bradshaw, presented on podcasting history of mathematics. I spoke about the podcast generally and Noel-Ann spoke about her experience of presenting the Maths history episodes.

Experiences of mathematics students with visual impairments in higher education

Higher Education Mathematics Education Conference (HEMEC) 2008 at Loughborough University (19/09/2008). Main speaker: Emma Rowlett.

Mathematics underpins all of science and engineering and forms an important component in social sciences, humanities, business studies and many other areas. Yet mathematics and its notation present unique difficulties in the accessibility of content for students with visual impairments which are often little understood and so can be overlooked.
Accessibility in Maths, Stats and OR: LaTeX and Braille is a project funded by the Maths, Stats and OR (MSOR) Network and operated through Nottingham Trent University. As part of this mini-project, investigations have been made and field research and interviews conducted into the issues surrounding supporting students with visual impairments in MSOR subjects in higher education.
This presentation will outline the main issues faced by students with visual impairments studying MSOR subjects, for example accessing mathematical materials, producing mathematical notation and accessing equipment and software. It will also consider techniques for teaching students with visual impairments. A demonstration of mathematical notation read by a screenreader will be included.
The presentation will look to highlight key findings of the project and so highlight the key areas where accessibility in MSOR need particular consideration.

Visual Impairment in MSOR

CETL-MSOR Conference 2008 "Continuing Excellence in the Teaching & Learning of Maths, Stats & OR" at Lancaster University (08/09/2008). Main speaker: Emma Rowlett.

Mathematics, Statistics and OR (MSOR) underpin all of science and engineering and form an important component in social sciences, humanities, business studies and many other areas. Yet mathematics and statistics present unique difficulties in the accessibility of content for students with visual impairments which are often little understood and so can be overlooked. Accessibility in Maths, Stats and OR: LaTeX and Braille is a project funded by the Maths, Stats and OR (MSOR) Network and operated through Nottingham Trent University. As part of this mini-project, investigations have been made and field research and interviews conducted into the issues surrounding supporting students with visual impairments in MSOR subjects in higher education.
This presentation will outline the main issues faced by students with visual impairments studying MSOR subjects, for example accessing mathematical materials, producing mathematical notation and accessing equipment and software. It will also consider techniques for teaching students with visual impairments. A demonstration of mathematical notation read by a screenreader will be included.
The presentation will look to highlight key findings of the project and so highlight the key areas where accessibility in MSOR need particular consideration.