Monday 17 September
Professor David Bressoud, DeWitt Wallace Professor of Mathematics, Macalester College, Director of the Conference Board of the Mathematical Sciences in the USA, former President of the Mathematical Association of America. - This talk will explain how the historical development of calculus should be used to inform its instruction. The standard order of the four big ideas—limits then derivatives then integrals then series—is wrong both historically and pedagogically. In addition, the standard models for derivatives and integrals, slopes of tangents lines and areas under curves, also throw obstacles in the path of many students. Drawing on history and recent research in undergraduate mathematics education, this talk will make the case for calculus introduced first as problems of accumulation (integration), then ratios of change (differentiation), then sequences of partial sums (series), and finally the algebra of inequalities (limits). A pdf file of this PowerPoint is available at www.macalester.edu/~bressoud/talks
Professor of Mathematics, University of Oslo.
Dr. Karen Marrongelle is dean of the College of Liberal Arts and Sciences at Portland State University. Dr. Marrongelle is a professor of Mathematics and Statistics, holding an undergraduate in mathematics and philosophy from Albright College, a graduate degree in mathematics from Lehigh University, and a PhD in mathematics education from the University of New Hampshire. Her research examines how students learn college level mathematics and identifies ways to innovate teaching methodology and curriculum design to enhance student learning. Her research has helped teachers, schools, and university systems design more engaging and meaningful courses that lead to greater student success. Karen Marrongelle is Editor-in-chief of the International Journal of Research for Undergraduate Mathematics Education. In October Karen Marrongelle will take on the leadership of the US National Science Foundation's Education and Human Resources Directorate. Abstract: Research on the learning and teaching of calculus is a decades-long endeavor. In the Compendium of Research in Mathematics Education (National Council of Teachers of Mathematics, 2017), my colleagues and I recall Schoenfeld's (2000) observation that research in mathematics education has both a pure and an applied research purpose, and argue that pure research on students' thinking and learning in calculus is well developed. However, more research should focus on producing knowledge regarding what is happening in calculus classrooms, in particular, more research on calculus teaching. Furthermore, applied research in calculus is lacking. We suggest that the field needs more programs of research in calculus that advance to the point of intervention studies.
Helmer Aslaksen is Associate Professor in the Department of Teacher Education and School Research at the University of Oslo.
"The why, what and how of teaching calculus"
The why, what and how of teaching calculus
Panelists: Barbara Jaworski, David Bressoud, Karen Marrongelle, Tom Lindstrøm.
Information about dinner etc.
Tuesday 18 September
Ian Jones is Senior Lecturer in the Mathematics Education Centre at Loughborough University and a Fellow of the Higher Education Academy. Prior to this he was a Senior Research Fellow funded by a Royal Society Shuttleworth Education Research Fellowship. - Dr. David Sirl is Lecturer in Statistics in the School of Mathematical Sciences at the University of Nottingham.
An innovative teaching approach with integrated research.
Barbara Jaworski is Professor of Mathematics Education at Loughborough University.
Concepts, change and challenges.
In this interactive keynote, I will explore how students may be engaged as partners in learning and teaching. Student engagement through partnership is a growing area of Higher Education practice and scholarship internationally (Healey, Flint and Harrington, 2014; Little, 2011; Cook-Sather, Bovill and Felten, 2014). Like the wider concept of student engagement, partnership is difficult to define and pin-down. It is contextual, open to multiple interpretations and rooted in relationships and interactions. This flexibility is one of the features that enables the creative and transformative potential of partnership; but it can also be challenging for those us trying to navigate the landscape of partnerships in practice. Through this session, we’ll navigate a course through this complex picture; exploring what student engagement through partnership means in the context of twenty-first century Higher Education. Drawing on my own research in this area (e.g. Flint, Goddard and Russell, 2017; Flint and Millard, forthcoming) and the wider scholarship and practice of others we will consider conceptual models and frameworks for understanding student partnership and change agency, examples of how partnership can be applied in different areas of the student experience, and reflect on some of the challenges and opportunities that partnership presents. There will also be opportunities to share your perspectives and ideas with fellow delegates, and collaboratively develop new ways of understanding and working with students as partners. References Cook-Sather, A., Bovill, C. and Felten, P. (2014) Engaging students as partners in learning and teaching: a guide for faculty. San Francisco, Jossey-bass Flint, A. and Millard, L. (forthcoming) ‘Interactions with purpose’: Exploring staff understandings of student engagement in a university with an ethos of staff-student partnership. International Journal for Students as partners Flint, A., Goddard, H. and Russell, E. (2017) Architects of their experience: the role, value and impact of student academic representation systems in Higher Education in England. The Student Engagement Partnership. http://tsep.org.uk/architects-of-their-experience-research-on-student-academic-representation-systems/ Healey, M., Flint, A. and Harrington, K. (2014) Engagement through partnership: students as partners in learning and teaching in higher education. York, Higher Education Academy. https://www.heacademy.ac.uk/engagement-through-partnership-students-partners-learning-and-teaching-higher-education Little, S. (ed) (2011) Staff-student partnerships in Higher education. London, Continuum
Vice-Rector University of Agder, Chair of MatRIC’s Management Board.
Frode Rønning is Professor of Mathematics and Mathematics Education at the Norwegian University of Science and Technology.
bioCEED is the centre for excellence in biology education at the University of Bergen. biORAKEL is a new platform where undergraduate students can come and get help from experienced students (oracles). https://bioceed.w.uib.no/projects/biorakel/
ProTed is the centre for excellence in teachers’ professional education at the Universities of Oslo and Tromsø
Teaching innovation with mathematical modelling
Thomas Gjesteland is Professor of Physics at the University of Agder and Co-Director of MatRIC. Pauline Vos is Professor of Mathematics Rducation at the University of Agder.
From the shadows to the limelight.
CEMPE is the centre for excellence in music performance education at the Norwegian Academy of Music.