Mathematics Education beyond 16: Pathways and Transitions

Event


Date: -

University of Birmingham

England

Monday July 10, 2017 Wednesday July 12, 2017 Europe/London Mathematics Education beyond 16: Pathways and Transitions University of BirminghamEngland LinkedIn Twitter Facebook Google+ Related PostsThe Potential and Challenges for Mathematics Teaching and…A Century of General RelativityNetwork Models of Route […] Event Link: https://ima.org.uk/2996/mathematics-education-beyond-16-pathways-transitions/

Mathematics Education beyond 16: Pathways and Transitions


Mathematics Education beyond 16: Pathways and Transitions

a conference of the IMA, CETL-MSOR and Teaching Mathematics and its Applications

This conference is for all who are involved in Mathematics Teaching and Education from years 11 through to undergraduate, in schools, sixth form and college, in university and in mathematics/statistics support units. It provides a forum for sharing, discussing and developing ideas, research and practice in this rapidly changing landscape. The main work of the conference will be organised in themed working groups. There will also be invited speakers from policy and practice, and a special contribution from CETL-MSOR.

Themed Working Groups

Click to expand each title for theme description and papers

Developing teaching that encourages mathematical thinking and problem solving

This working group will consider, in the light of current teacher shortages and also shortages in teacher knowledge and experience, how teaching at upper secondary level can encourage mathematical thinking and problem solving. There is no single programme that will ensure that all students will develop the same skills and attributes at the same time. Learning environments are diverse and the ability to shape tasks, provide suitable mathematical challenges, based on students’ interests and potential are likely to require teachers to change their emphases in lesson preparation. Teacher development is therefore an issue for consideration as well.  This theme will provide participants with a forum to review and discuss approaches to developing the teaching of mathematical thinking and problem solving drawn from practice and also highlight areas in which there is room to innovate.

The key question is:

What are the implications for teacher training, development and practice for developing mathematical thinking and problem solving mindsets at advanced school levels?

The four sessions will overlap somewhat but broadly address the following issues:

Session 1
The pedagogy of training

How is personal mathematical knowledge transformed into pedagogical awareness and action?  How do particular models of training bring about the capability for teachers/tutors to do this in everyday teaching situations?

Training Mathematics Together (docx)
Ruth Fairclough, Diane Cochrane (University of Wolverhampton)

Synchronous online and face-to-face pedagogies compared for mathematics teacher education (docx)
Jennie Golding, Nicola Bretscher (UCL Institute of Education)

Session 2
The development of teaching at advanced school levels

Taking account of the increased requirement for a problem-solving approach to mathematics and its uses, what is the evidence for success in developing teaching at this level and how can it be achieved?

Underground Mathematics: supporting teachers to develop students’ mathematical thinking and problem-solving (docx)
Anna Baker, Paul Brown, Julian Gilbey, Tabitha Gould, Elizabeth Kimber (University of Cambridge)

Preparing for Advanced Mathematics Teaching in Early Career (docx)
Cathy Smith (Open University) Nicola Bretscher, Jennie Golding (UCL Institute of Education)

The work of Maths Hubs in relation to mathematical thinking and problem-solving
Heidi Steele

Session 3
The development of a problem-solving mindset, and other preparation for HE

What is entailed in problem-solving and how can particular approaches to teaching contribute?

Using a spreadsheet to encourage Mathematical thinking and problem solving – an Irish perspective (docx)
Robert Loughnane (Galway Business School and The Galway Study Centre)

A game to re-engage GCSE students to mathematics (docx)
Hannah Louise Fessey, Davide Penazzi (University of Central Lancashire)

Addressing the affective domain to increase effectiveness of mathematical thinking and problem solving (docx)
Sue Johnston-Wilder (University of Warwick) and Clare Lee (The Open University)

Top Tips for the transition from A levels to HEI
Mike Hargreaves

Session 4
The case of graphing: examples from a particular area of mathematics

What has been learnt during this working group and are there ways forward?

Teaching the graphing of formulas to improve students’ symbol sense (docx)
Peter Kop (Iclon Leiden University)

Using a scientific calculator as useful tool for understanding the basic concepts of calculus and for development of investigative and critical thinking among engineering students – Abstract (pdf)
Satianov Pavel, Dagan Miriam (Sami Shamoon College of Engineering)

Non-Standard Equations and their Graphs in Calculus Teaching (docx)
Pavel Satianov (Sami Shamoon College of Engineering)

New Curriculum and Assessment

It is recognised that the mathematics curriculum is influenced by numerous factors well beyond those who teach. The purposes and modes of assessment are changing too and matching content, pedagogy and assessment practices remain challenging, especially in the light of curriculum reform, such as is taking place in some UK contexts, GCSE; Core Maths; A and AS.

This theme will enable participants to both discuss experiences, practices and opportunities particularly at post 16 and share perspectives, pedagogy, challenges and key issues with regard to the implementation of curriculum and assessment reforms.

Three sessions have been planned for this working group.

Session 1
Overview of changes to the Sixth Form curriculum in mathematics

Here we will highlight the full range of changes taking place within the post 16 framework and consider the implications for schools, colleges and HE. The Group will clarify and formulate the discussion agenda for the following sessions.

Post 16 Mathematics landscape, policy, reforms, and the Smith Review – a perspective from HE (docx)
Paul Glaister (University of Reading)

Session 2
Assessment issues

This session will focus attention on some of the more practical implications for assessing the new mathematics 16-18; how can we develop more appropriate university entrance testing suitable for a broad cohort of students and hence explore some consequences for the classroom. The impact and challenges of assessment changes for the professional development of both experienced and beginning teachers.

Assessing new mathematics curricula 16-18 – lessons from developing Core Maths and A level Maths qualifications (docx)
Stella Dudzic and Stephen Lee (MEI)

A new taxonomy for rich formal mathematics assessments (docx)
Julian Gilbey, David Robson (University of Cambridge)

Teachers’ knowledge about assessing and teaching for semi-structured questions development and challenges (docx)
Jennie Golding (UCL, Institute of Education), Cathy Smith (Open University)

Session 3
Mathematics in other subjects: Transition to HE

Finally, in this session, we will look to broaden the emphasis to how the recent reforms in other subjects will impact on students’ mathematical development post-16. This will be developed through a focus on Transition and students’ preparedness for entering higher education and for those students seeking to specialise in Mathematics or highly mathematical disciplines (e.g. Physics, Engineering etc.) in higher education

The A-level assessment reform agenda-Where is the mathematics for the sciences (pdf)
Mary McAlinden (University of Greenwich), Andrew Noyes (University of Nottingham)

Higher Education Practice

This conference theme is focused on Mathematics Teaching and Education in higher education.  This theme provides a forum for sharing, discussing and developing ideas, research and practice in this rapidly changing landscape.   We anticipate short presentations of less than 20 minutes followed by general discussion. In the final session we will have significantly more time for discussion of the changes posed to the HE sector by the forthcoming TEF.

Session 1
Onwards transition

Supporting the pursuit of and transition to postgraduate studies in mathematics (docx)
Cosette Crisan (UCL Institute of Education)

Curricular strategies to support mathematics students’ transition into employment – Abstract (docx)
Jeff Waldock (Sheffield Hallam University)

Session 2
Active learning

Evaluation of flipped teaching (docx)
Karen Henderson, Catherine Hobbs, Kathryn Last (University of the West of England)

Flipped Class in an English Medium Instruction Single Variable Calculus Course – Abstract (pdf)
Natanael Karjanto and L. Simon (University College Sungkyunkwan University)

Developing intellectual rigour through peer assessment (docx)
Dafydd Evans (Cardiff University)

Video assignment: an alternative to written coursework – Abstract (docx)
Claire Cornock, Alex Crombie (Sheffield Hallam University)

Session 3
Perspectives on learning

Application Problems vs Pure Mathematics Questions Applied Mathematics Students’ Perspectives (pdf)
Sergiy Klymchuk, Kerri Spooner (Auckland University of Technology)

How engaging with the Discipline of Noticing Impacted my Practice – One Mathematics Lecturer’s Journey – Abstract (pdf)
Maria Meehan (University College Dublin)

Designing calculus tasks to encourage the development of mathematical thinking (docx)
Sinéad Breen (Dublin City University), Ann O’Shea (Maynooth University),
Caitríona Ní Shé (Maynooth University and Dublin City University)

Session 4
Challenges for the future

The National Student Survey Lessons from looking at 10 years of data – Abstract (docx)
Nina Di Cara and Jonathan Gillard (Cardiff University)

Mathematics Support within Higher Education

In 2000 the Measuring the Mathematics Problem report described the mathematical issues facing students as they made the transition to higher education study within the science, engineering and mathematics disciplines, and the related challenges for those teaching them.  In the years that have followed there has been considerable effort to address the issues, and while there has been success, including a range of approaches and resources to support students, there is continued evidence that the problems not only persist, but they are now evident in a wider range of disciplines, including the social, health and biological sciences. Further, although mathematics support may have initially been accessed by those students struggling with the learning of mathematics, there is increasing evidence that the opportunities provided are also being utilised by the specialist and more-able student.

Session 1
Evidence Based Perspectives

An Investigation into the Use of Mathematics Support with Respect to Ethnicity and Gender (docx)
Mateja Presern (University of Portsmouth)

Evidenced-based decision making in mathematics support (docx)
Anthony Cronin (University College Dublin)

Evaluating the effectiveness of Maths Support at London South Bank University (docx)
Mohamed Mehbali (London South Bank University)

Session 2

Mathematics Support in Practice

Mathematics support promoting student learning and factors may work against student learning (docx)
Jackie Nicholas (University of Sydney) and Leanne Rylands (Western Sydney University)

Maths Support at University of Essex (docx)
Liliane Kamalendran, Malika Rezougui (University of Essex)

Overcoming affective barriers to mathematical learning in practice (docx)
Ellen Marshall (Sheffield Hallam University), Sue Johnston-Wilder (University of Warwick)

Session 3
Mathematics Support in the Disciplines

Mathematics resilience amongst undergraduate economics students – Abstact (docx)
Francis Duah (University of York)

Using self-explanation training to improve nursing students’ mathematical understanding (docx)
Mark Hodds (Coventry University)

Session 4
Learning Resources in Mathematics Support

Evaluating the mathematics competencies of freshmen by diagnostic pre- and post- e-assessments throughout the blended learning mode in the semester (docx)
Kam-hin, Dorothy Chung, Louisa W.M. Wong, C.K. Chan (The Hong Kong Polytechnic University)

Enhancing mathematics support with formative tests and an intelligent one-to-one session management tool Graham – Abstract (docx)
Chris Graham

Maths Support for Science A Blended and Online Development Project – Abstract (docx)
Shazia Ahmed, Beth Paschke, Sue Milne, Adrian Lapthorn (University of Glasgow)

Modern, interactive and accessible maths support resources mathcentre 2020 – Abstract (docx)
Emma Cliffe (University of Bath)

Core Maths and Transition Matters papers

Core Maths

Core Maths – preparation for the future and enhancing the post 16 provision map (docx)
Paul Glaister, Department of Mathematics and Statistics, University of Read-ing, Colin Isham, Centre for the Use of Research and Evidence in Education (CUREE), Core Maths Support Programme (CMSP), Walsall College, Colin Prestwich, Harrogate Grammar School, Yorkshire Ridings Maths Hub, CMSP, Naomi Sani, Plymouth University, CMSP, Nicola Smith, Cardinal Newman Sixth Form, CMSP

Transitions Matters

Transition into Higher Education Universities influence on schools provision for ASA level Maths and Further Maths (docx)
Kevin Lord, Stephen Lee (MEI)

Further Mathematics and the transition between school and university mathematics (docx)
Howard Tanner (UWTSD), Sofya Lyakhova and Andrew Neate (Swansea University)

What impact could A-level reform have on new STEM and social science undergraduates and university departments (docx)
Ellie Darlington (Cambridge Assessment)

Much of the conference will be devoted to the parallel working groups.  We anticipate the attendees will commit to one theme and that theme leaders will structure the time available to allow engagement with, and work on, questions relevant to the theme.  Presenters offering papers are strongly encouraged to circulate them to participants in advance for discussion during the working group to enable all to engage actively in the working group to which they commit.  Participants will be encouraged to continue to work after the meeting.

Keynote Speakers

Confirmed keynote speakers are

  • Sir Adrian Smith, University of London
  • Lara Alcock, Loughborough University
  • Sydney Padua, graphic artist
  • Tony Croft, Loughborough University

Programme (pdf)

The conference will run from 09:30 10 July to 13:30 12 July 2017.

Conference Fees

IMA Member £275
IMA Student £205
Non IMA Member £345
Non IMA Student £215

Residential Fee SOLD OUT – please note that we have sold out of accommodation on campus for the nights of 10 and 11 July. For advice on alternative accommodation please contact conferences@ima.org.uk

Conference Dinner £40

Registration is open via https://my.ima.org.uk/

If you are an IMA Member or you have previously registered for an IMA conference, then you are already on our database. Please “request a new password” using the email address previously used, to log in.

Scientific Organising Committee

Anne Watson (University of Oxford) – Co-Chair
Chris Sangwin (University of Edinburgh) – Co-Chair
Michael Grove (University of Birmingham) – Local Co-Chair
Chris Belsom (Ampleforth College)
Noel-Ann Bradshaw (University of Greenwich)
Alison Clark-Wilson (UCL Institute of Education)
Alf Coles (University of Bristol)
Sue Forsythe (University of Leicester)
Marion Hersh (University of Glasgow)
Celia Hoyles (UCL Institute of Education)
Meena Kotecha (London School of Economics and Political Science)
Duncan Lawson (Newman University)
Mary McAlinden (University of Greenwich)
Peter Rowlett (Sheffield Hallam University)
Nigel Steele (Coventry University)
Honor Williams (The University of Chichester)
Administrator: Lizzi Lake (IMA)

Published

Leave a Reply

Your email address will not be published. Required fields are marked *