Wednesday 19 October

Simon Goodchild, MatRIC Leader

A 'smörgåsbord' of MatRIC's activity

Simon Goodchild

Professor of Mathematics Education

Professor Michael Dorff, Brigham Young University, Utah, USA

PIC Math is a new program in the U.S. that prepares university mathematics students for careers in business, industry, and government. The main component of the program is a semester course. In this course the professor does little or no lecturing. Instead the professor guides the students as they work in groups on solving research problems from industry. For the course we provide sample syllabi, sample research problems from industry, sample student solutions to industrial research problems, and sample videos of student presenting their research. Also included in the PIC Math program are a 3-day summer training workshop for professors and an end-of-program conference at which the students present their research results. During this academic year there will be 67 U.S. universities along with about 750 undergraduate students participating in PIC Math.

Professor Carl Winsløw, Department of Science Education, University of Copenhagen

Students face challenges in the transition from calculus‐courses, focusing on methods related to the analysis of real valued functions given in closed form, to more advanced courses on analysis where the focus is on theoretical structure, including proof. In this presentation I will focus on task design that aims at a number of generic potentials for student learning in a first course on the theory of vector analysis. I will use examples from an investigation that I carried out with colleagues in the context of such a course, in which the tasks thus constructed were considered relevant to solve a number of operational problems. Reference: Gravensen, K., Grønbæk, N. and Winsløw, C. (in press). Task Design for Students’ Work with Basic Theory in Analysis: the Cases of Multidimensional Differentiability and Curve Integrals. Int. J. Res. Undergrad. Math. Ed. ; DOI 10.1007/s40753-016-0036-z

Ragnhild Johanne Rensaa

Different approaches taken to some linear algebra concepts in tutorial videos. Experts’ and engineering students’ feedback In this presentation, I will present an ongoing research project that focuses on different teaching approaches in tutorial videos. I created videos about a theme within Linear Algebra (a basis for general vector spaces). The videos differed slightly in their approaches to explain the concepts. Selected experts have evaluated the videos. The experts did, among other things, put forward classifications of the videos in conceptual and procedural types, and suggested which videos were most suitable for engineering students. Based on the feedback from the experts, a classification of videos was made, splitting the videos into two sets. Next, just recently, these sets of videos have been tested with engineering students. Some preliminary results are obtained from this. In the presentation, the research project will be outlined. Then I will partly demonstrate two videos that present both the same topic but in two different ways and I will present some students’ reactions to these. The research project is a joint work with Pauline Vos, UiA, but Ragnhild Johanne Rensaa will do the presentation.

Morten Brekke, University of Agder

In 2014 we started a project to strengthen students’ achievement of learning outcomes of the bachelor programme in electronics through integration of mathematics within the study’s technical subjects. The intention is that this will contribute to a better learning process and increased understanding of mathematics.

Morten Brekke


Said Hadjerrouit

Evaluating the Strengths and Limitations of SimReal+ to support Mathematical Learning in Teacher Education. Although SimReal+ is considered as an important visualization tool in mathematics education at the university level, there is no evidence that the tool can play the same role in teacher education. Drawing on the conclusions of a first experiment in 2014, the aim of this second study is to evaluate the strengths and limitations of SimReal+ in teacher education by analysing students’ perceptions of the tool when doing mathematics. The evaluation is based on five main criteria: technical usability, pedagogical usability, mathematical content, assessment issues, and teacher education considerations. A survey questionnaire with open-ended questions was designed to collect data on students’ views of SimReal+. Recommendations are suggested to improve the design and use of the tool to better suit the specificities of mathematical learning in a teacher education context.

Enabling Interaction

NTNU Students: Håvard Bjørnøy, Jonathan Siggaard Linnestad, Tina Olivia Sørlie Oftedal, Hedda Hognedatter Bjørnebye Vik, Did you know that the average person ranks the fear of public speaking higher than the fear of death? As civil-engineering students at NTNU we experienced this fear of public speaking, and discovered its broad impact on students in big lectures; It prevents the majority of students from participating in the dialogue with the lecturer. To solve this problem we created - a platform that enables interaction between the lecturer and all of his/her students.

Are Jevne and Amar Duranivoc, University of Agder

Student presentation

Brief reports from innovation and research

Olov Viirman From ritual to exploration: Biology students’ mathematical discourse when engaging in mathematical modelling activities

A web-based tool for learning to program

Students from University of Agder: Ragnar Bjornsen, Simen Fossnes, Mikael Paavola, Magnus Lysfjord, Tarek Rahou have created an E-learning platform teaching Mathematical algorithms through Python and JavaScript - whose main philosophy is to bring forth the visualization of algorithms on command to further the optimized learning experience.

Thursday 20 October

Per Henrik Hogstad

A brief report from the MatRIC Network for visualization and simulation of mathematics.

Per Henrik Hogstad

Associate Professor

Professor Knut Mørken, University of Oslo

In the teaching of mathematics, the use of digital tools often becomes an add-on, something we need to include just because computers exist. In this talk we will consider some examples from elementary calculus and see how computing and programming may contribute to the learning and understanding of some of the core, mathematical concepts themselves.

Video production for MatRIC TV: Johannes Kleppe, The University College of Southeast Norway.

Videos produced to help students with the transition from Upper secondary school to University.

Mathematical Modelling

A workshop with prizes! Led by Yuriy Rogovchenko and Michael Dorff

Yuriy Rogovchenko

Professor of Mathematics

How to do e-assessment well: Christian Lawson-Perfect, e-learning officer Numbas, School of Mathematics and Statistics, Newcastle University.

Usability should be considered at every stage of creating an assessment: the system used to access the question should be straightforward to use, and the questions themselves should be clear about what they assess and what the student needs to do. The question author’s experience is also important.

AkademiX - Creating Math courses to support teaching: Alexander Lundervold, University College of Bergen

AkademiX is a cloud-based e-learning platform based on Open EDX. Here you can create structured video-based online courses with embedded solutions for digital assessment and monitoring.

Dr. Inger Christin Borge, University of Oslo

Teaching and learning university level mathematics: Facing the challenges In this talk I will consider some of the challenges we are faced with when teaching and learning university level mathematics, and talk about some of my experiences with these challenges.

The conference facilities are available - coffee and refreshments, and space for meeting. We hope this will be used as an opportunity for networking, further discussions and planning. The Computer Aided Assessment Network will be meeting at this time, perhaps others.