# Programme

## Monday 9 October

Mingling and coffee - fruit and light breakfast available.

## Professor of Applied Mathematics at the University of Bath, England, and Professor of Mathematics at the Royal Institution of Great Britain.

In the talk I will show how we can teach the modelling process and learn some excellent maths (and other skills) on the way. My talk will be illustrated with many examples taken from industry. A paper to accompany this presentation is available at https://www.matric.no/resources/90

## University of Agder

## Pro-Rector Education, Norwegian University of Science and Technology

## University of Edinburgh

The Mathematics Diagnostic Test has been in use at the University of Edinburgh since 2011, and each year it is taken online by around 1000 new students who are enrolled in courses taught by the School of Mathematics. Over the summer of 2017, two undergraduate students conducted a statistical analysis of the accumulated test data, looking at both the performance of individual questions (via item response theory) and at how well the test is predicts performance in subsequent courses. We will report on some of the findings, and on how these have informed some changes to the test.

## Networking groups discussion

Morten and Arvid will outline briefly what we hope to achieve through their role as MatRIC Ambassadors.

## Tuesday 10 October

## Professor of Mathematics Education, San Diego State University

In the last ten years there has been considerable growth in research focused on university mathematics instruction. In this talk I present highlights of a recent review of the learning and teaching of university mathematics education research, which included nearly 40 studies that examined university mathematics instruction and instructional practice. The shift in attention to how university mathematics is taught is in part attributable to the pressure and concerns to strengthen teacher preparation, accountability and assessment of post-secondary mathematics instruction and student success (especially as it relates to STEM majors), and the recognition of the needs of a diverse student body as well as the needs of other STEM disciplines.

Tore and Daniel will describe their experiences and products coming from summer internships during which they produced teaching and learning resources to support the mathematics for economics course at UiA.

## Professor, University of Edinburgh.

Mathematical tasks are essential components of mathematics education because they encourage active engagement with mathematics. Tasks are often conceptualised in two stands. (1) The use of routine techniques. This includes recognition and the reduction of problems to cases for which a standard algorithm is applicable. (2) Problem solving. This involves elements of (for the solver at least) novelty which demand creativity and often personal struggle. Sometimes solutions are useful for solving similar problems, in other cases the argument is somehow unique. The two strands are inseparable since problem solving may be replaced by memory or by looking up the answer. Without sufficient practice, recognition is impossible and all mathematical questions become problem solving, which is inefficient and causes problems in recording and communicating mathematics. A hallmark of the traditional approach to teaching is the importance of practice. Contemporary computer aided assessment provides one mechanism to automate this, providing immediate feedback to students and relieving teachers from repetitive marking. However, this potentially ignores the problem solving strand. This talk will review research on the classification of mathematical tasks, and on theory of how to develop meaningful sequences of tasks for students. The talk will look at how contemporary online assessment allows random generation of tasks, and at opportunities for the generation of sequences of tasks which are traditionally seen as difficult for humans to assess, and which are therefore not widely used.

The conference comes to formal end at 15:15, but network meetings and discussions can continue. If you want to find out what the MatRIC networks in which you are interested plan, or you would like to suggest an issue for discussion, please contact the network coordinators.