One of the nice things about working in mathematics at Sheffield Hallam University is the environment in which I work. The maths department is a big, open learning space for students surrounded by staff offices. It’s a busy place, full of activity and plenty of opportunities to interact with students and other staff.
This space was renovated for mathematics a little before I arrived. It was designed to enhance student engagement and to create this sense of community, to allow collaborative learning and encourage inter-year interactions.
Over the last year, we conducted a study of use of the space. This included observations of use of the space as well as questionnaires and interviews with students about their use of the space, including students who had studied in the department in the old and new locations.
The results have just been published as ‘The role of informal learning spaces in enhancing student engagement with mathematical sciences‘ by Jeff Waldock, Peter Rowlett, Claire Cornock, Mike Robinson & Hannah Bartholomew, which is online now and will appear in a future issue of International Journal of Mathematical Education in Science and Technology (doi:10.1080/0020739X.2016.1262470).
A while ago I was helping out at an open day. The material presented gave some information about the range of assessment types we use. A potential applicant asked me “how can you do coursework for maths?”. She felt that (what she understood as) maths could only be assessed by examination. (This is presumably because her experience of the English school system has not exposed her to anything but exams for maths.)
I thought it might be interesting (to me, at least) to list the types of assessment I’ve been involved in marking in the 2015/16 academic year.
I have a paper published online-first by BSHM Bulletin: Journal of the British Society for the History of Mathematics. This means it is online and will be in an upcoming issue.
My title is: ‘The unplanned impact of mathematics’ and its implications for research funding: a discussion-led educational activity.
I am interested in puzzles and games and how they relate to mathematical thinking, not least through my involvement with the Maths Arcade initiative. I was pleased to read what is said on this topic in the 1982 Cockcroft report. This is the report of an inquiry started in 1978 “to consider the teaching of mathematics in primary and secondary schools in England and Wales, with particular regard to its effectiveness and intelligibility and to the match between the mathematical curriculum and the skills required in further education, employment and adult life generally”.
There’s a new Stack Exchange site for mathematics educators to ask and answer questions to do with the teaching of mathematics.
To give you an idea of what the site’s for, here are a few interesting questions that have already been asked:
The site is quite US-oriented at the moment because of who’s using it, but it doesn’t specifically exclude non-Americans from its remit.
Visit: Mathematics Educators Stack Exchange
Hello. I’m Colin Beveridge and I’m stealing Christian’s round-up introduction, since we’ve had a handful of links of teaching and learning sent our way. Let’s get this show on the road!