![Teaching and Learning Mathematics Online](/img/default-banner.jpg)
- 144
- 48 566
Teaching and Learning Mathematics Online
United Kingdom
เข้าร่วมเมื่อ 24 พ.ค. 2020
Teaching and Learning Mathematics Online
Next event: Workshop 2-3 June 2020
Next event: Workshop 2-3 June 2020
Shazia Ahmed and Jenny August (Glasgow) Pre-sessional resources to provide academic support
Shazia Ahmed and Jenny August (University of Glasgow) Using pre-sessional resources to provide academic support and improve transition to university-level mathematics
Abstract: It has been recognised for some time that students are entering university ill-equipped in terms of their mathematical skills despite having achieved good grades at Advanced Higher/A level.
The problems have become more apparent post-pandemic with some of the poor maths exam results in 2022-23 across different cohorts giving cause for concern. Factors contributing to this were believed to include various topics being removed from the Higher and Advanced Higher Maths curriculum and an increased difficulty in getting students to engage with the support available to them once they arrive at university.
In this talk, we will present an overview of an initiative undertaken in the School of Mathematics & Statistics aimed at easing the transition and promoting student engagement in the academic year 2023-24. This took the form of pre-arrival maths resources sent to incoming students designed to bridge the gap between Higher and Advanced Higher entrants to first year, and to support students with the Core Skills component of the Maths 1 course. This included videos and practice questions to help them improve their skills and introduced them to the maths support available during their studies.
The talk will also include discussing our plans for improving the resource for next year, based on feedback and lessons learned from this experience.
More details and slides can be found at talmo.uk/2024/enhancingtransition.html
Abstract: It has been recognised for some time that students are entering university ill-equipped in terms of their mathematical skills despite having achieved good grades at Advanced Higher/A level.
The problems have become more apparent post-pandemic with some of the poor maths exam results in 2022-23 across different cohorts giving cause for concern. Factors contributing to this were believed to include various topics being removed from the Higher and Advanced Higher Maths curriculum and an increased difficulty in getting students to engage with the support available to them once they arrive at university.
In this talk, we will present an overview of an initiative undertaken in the School of Mathematics & Statistics aimed at easing the transition and promoting student engagement in the academic year 2023-24. This took the form of pre-arrival maths resources sent to incoming students designed to bridge the gap between Higher and Advanced Higher entrants to first year, and to support students with the Core Skills component of the Maths 1 course. This included videos and practice questions to help them improve their skills and introduced them to the maths support available during their studies.
The talk will also include discussing our plans for improving the resource for next year, based on feedback and lessons learned from this experience.
More details and slides can be found at talmo.uk/2024/enhancingtransition.html
มุมมอง: 29
วีดีโอ
Wei En Tan and Paola Iannone (Edinburgh) Designing an Introduction to Proof Transition course
มุมมอง 1921 วันที่ผ่านมา
Wei En Tan and Paola Iannone (University of Edinburgh) Designing an Introduction to Proof Transition course - a work in progress In the academic year 2023/24, the School of Mathematics at the University of Edinburgh undertook a curriculum review of our first and second year (pre-honours) courses in our undergraduate mathematics degrees. This has resulted in a complete re-design of our pre-honou...
Agnes Bokanyi-Toth (Loughborough University) Be Maths Ready! - online resource to support students
มุมมอง 1321 วันที่ผ่านมา
Title: Be Maths Ready! - online resource to support student to tackle maths in University course Abstract: The "Be Maths Ready!" online resource was developed to address the gap in mathematical skills between GCSE or A Level education and university-level courses. Many students enter university with insufficient mathematical knowledge, either due to not studying A Level Maths or not having a de...
Paul Glaister -- What roles do pre- and post-16 mathematics qualifications play
มุมมอง 1421 วันที่ผ่านมา
What roles do pre- and post-16 mathematics qualifications play in enabling a smooth transition to university study in mathematics, mathematical and quantitative sciences? I have often asked myself this question over my 43 years of teaching and supporting undergraduate students on single/joint mathematics programmes, as well as students across a wide range of STEM and other disciplines for which...
Ethics for maths teachers -- Lucy Rycroft-Smith and Darren Macey (Cambridge)
มุมมอง 53หลายเดือนก่อน
Recorded Wednesday 20 November 2pm-3pm (GMT) In this session we talk about the idea of ethics for maths teachers, explaining ideas from our recent book chapter A useful ethics framework for mathematics teachers. We explore what it might look like to have levels of ethical awareness for maths teachers, to support using mathematics for good and the avoidance of harm - in other words justice, belo...
How does ChatGPT navigate history of maths misconceptions? -- Peter Rowlett
มุมมอง 593 หลายเดือนก่อน
How does ChatGPT navigate history of maths misconceptions? Peter Rowlett, Sheffield Hallam University More details and slides at talmo.uk/2024/GenAI.html
Combining Chatbots, Online Tests and Computer Algebra Systems, Ingo Dahn
มุมมอง 433 หลายเดือนก่อน
Combining Chatbots, Online Tests and Computer Algebra Systems to Promote Responsible Usage of AI Tools in Math Ingo Dahn, University Koblenz-Landau More details and slides at talmo.uk/2024/GenAI.html
Friendly not scary: Towards positive use for generative ai by students Carol Calvert
มุมมอง 243 หลายเดือนก่อน
Friendly not scary: Towards positive use for generative ai by students Carol Calvert (Open University) More details and slides at talmo.uk/2024/GenAI.html
Exploring the use of Generative AI Tools in Statistics Support -- Luis Sanchez Andalco
มุมมอง 573 หลายเดือนก่อน
Exploring the use of Generative AI Tools in Statistics Support Luis Sanchez Andalco, sigma, Coventry University More details and slides at talmo.uk/2024/GenAI.html
VisualPDE: Using Interactive Web-Based Simulations to Explore Partial Differential Equations
มุมมอง 4843 หลายเดือนก่อน
VisualPDE: Using Interactive Web-Based Simulations to Explore Partial Differential Equations Andrew Krause (Durham), Adam Townsend (Durham), Benjamin Walker (Bath) Wednesday, 12 June, 2-3pm (BST) We discuss the use of interactive web-based simulations of partial differential equations in teaching a range of courses in applied mathematics and physics (introductory methods, numerical analysis, ma...
Dynamical Systems with Applications using Python -- Stephen Lynch (Manchester Metropolitan)
มุมมอง 7328 หลายเดือนก่อน
In this talk, I will show how we incorporate programming, computational modelling and simulation throughout the Mathematics curriculum at MMU. I will provide examples of how to enhance the learning and teaching. In particular, for Dynamical Systems, I will plot implicit curves for finding fixed points and use eigenvalues to determine their stability, I will also plot some simple fractals. I wil...
Embedding Python into Core University Mathematics Siri Chongchitnan (Warwick)
มุมมอง 9278 หลายเดือนก่อน
I will give a survey of how Python can be meaningfully woven in core university maths modules including calculus, analysis, abstract algebra, linear algebra, differential equations, probability and statistics. Only a basic background of Python is required. I will also share my experience of embedding Python into two modules that I teach at Warwick: Vector Calculus, and Problem Solving. Siri’s b...
Understanding Bayesian Statistics Without Frequentist Language -- Richard McElreath (MPI)
มุมมอง 14K10 หลายเดือนก่อน
Most scholars encounter Bayesian statistics after learning classical, or Frequentist, statistics. As a result, Bayesian concepts and models are nearly always explained using Frequentist language. This can result in lasting confusion about the Bayesian approach, even among those who use it routinely. To advance this argument, I examine two cases of Frequentist language in widespread use in Bayes...
What is going on in undergraduate Bayesian education across the pond? -- Mine Dogucu (UCI)
มุมมอง 23810 หลายเดือนก่อน
Bayesian statistics is becoming more common in scientific practice and workforce. Thus, the inclusion of Bayesian training in statistics and data science curricula at the undergraduate level is more important than it has ever been. With the advances in computing power and modern educational tools, undergraduate Bayesian education is evolving. In this talk, we will cover the current state of Bay...
Why do we need MCMC and how does it work? -- Ben Lambert (Oxford)
มุมมอง 3.7K10 หลายเดือนก่อน
Most applied Bayesian inference is done approximately using sampling-based methods. In my experience, most students struggle to understand why sampling is necessary and also what sampling from a posterior distribution actually means. In this talk, I will provide a few pedagogical hooks that I have found useful for explaining what computational sampling means and why it is necessary. I will also...
Why we don't teach, and why we should and could teach, Bayesian methods -- Mark Andrews (NTU)
มุมมอง 3.1K10 หลายเดือนก่อน
Why we don't teach, and why we should and could teach, Bayesian methods Mark Andrews (NTU)
Investigating the knowledge co-construction process in homogeneous ability groups Adamaria Perrotta
มุมมอง 4511 หลายเดือนก่อน
Investigating the knowledge co-construction process in homogeneous ability groups Adamaria Perrotta
Discord as an online learning community Tørris Koløen Bakke, UiT The Arctic University of Norway
มุมมอง 4111 หลายเดือนก่อน
Discord as an online learning community Tørris Koløen Bakke, UiT The Arctic University of Norway
Technology independent description and configuration of algorithms ... for mathematical tasks
มุมมอง 62ปีที่แล้ว
Technology independent description and configuration of algorithms ... for mathematical tasks
Writing about HE Teaching for Mathematics Education Research Journals, Cathy Smith and Chris Sangwin
มุมมอง 229ปีที่แล้ว
Writing about HE Teaching for Mathematics Education Research Journals, Cathy Smith and Chris Sangwin
William Carey (Loughborough University) Wrapping up of workshop
มุมมอง 38ปีที่แล้ว
William Carey (Loughborough University) Wrapping up of workshop
Francis Duah (Toronto Metropolitan University) Students as partners in course (re -) design
มุมมอง 172ปีที่แล้ว
Francis Duah (Toronto Metropolitan University) Students as partners in course (re -) design
Michael Obiero Oyengo, Juma Zevick Otienoi (Maseno University, Kenya)
มุมมอง 40ปีที่แล้ว
Michael Obiero Oyengo, Juma Zevick Otienoi (Maseno University, Kenya)
Gihan Marasingha (Exeter) SSPs in relation to the first-year introduction to proof module
มุมมอง 20ปีที่แล้ว
Gihan Marasingha (Exeter) SSPs in relation to the first-year introduction to proof module
Ria Dunn (University of Edinburgh) Staff-Student Partnership: A Lasting Impact
มุมมอง 34ปีที่แล้ว
Ria Dunn (University of Edinburgh) Staff-Student Partnership: A Lasting Impact
Barrie Cooper Students as partners: reflecting on my professional journey nearly a decade later
มุมมอง 33ปีที่แล้ว
Barrie Cooper Students as partners: reflecting on my professional journey nearly a decade later
Rosalyn Hyde Educating the mathematics teachers of the future using partnership approaches.
มุมมอง 22ปีที่แล้ว
Rosalyn Hyde Educating the mathematics teachers of the future using partnership approaches.
Kevin Buzzard (Imperial College) Collaborating with undergraduates on building a library
มุมมอง 294ปีที่แล้ว
Kevin Buzzard (Imperial College) Collaborating with undergraduates on building a library
Carol Evans (Cardiff University) Students as Partners in Assessment and Feed
มุมมอง 49ปีที่แล้ว
Carol Evans (Cardiff University) Students as Partners in Assessment and Feed
Peter Klappa (Kent) From zero to gAI-hero: Generative artificial intelligence (gAI) in the classroom
มุมมอง 99ปีที่แล้ว
Peter Klappa (Kent) From zero to gAI-hero: Generative artificial intelligence (gAI) in the classroom
This is so cool!!! Congrats! <3
#talmoit
At 35:50 you said: "Accept that AI coding is going to be the norm". I've been retired now for 1.5 years after a long career of scientific software engineering, development of numerical algorithms, advanced data analysis, mathematical modeling of physical systems, reverse engineering of software and systems that nobody really understood any more, and all sorts of varied challenging endeavors. As far as this old dog can tell, using AI coding to do real work is both exciting and still very much in its infancy. I can't imagine learning it in university courses today, although of course that is happening right now. What an amazing time this is. --
This is exactly what I have been looking for! I teach undergraduates and have been trying to find ways to increase in-class engagement. Definitely going to use Desmos as you have shown in my upcoming classes. Thank you for the thorough explanation!
This presentation confused the light out of me. I cannot find any correlation between the title and the talk. Was this intended to be a joke? Probably.
7:54 you mean 1D6?
Great talk as always. One important reason to teach frequentist thinking thoroughly is that people are inevitably going to have to read papers with (badly implemented and incorrectly interpeted) frequentist models, and as a reader of such papers I need to have fluency in the methodology to be able to determine how far the authors really are from what they want to conclude from the data. If people only know Bayes, they are not going to be able to evaluate published work or work they have to review for journals, etc.
Could you provide some books for studying Bayesian statistics? I have already done one course in Bayesian statistics so I don't want a 'slow' book. Thanks
Methodology, my lad, is the study of nethods in order to discover the best method for the matters at hand. Yes, I am a polyglot. It is not a top shelf synonym for methods. PS, it's not how many notes but the bird calls that indicate whether or not a cat is present.
Why do teachers insist that so much of what they are talking about is "unconscious"? This is why there are so many learning disabilities. Students are attempting to learn "unconsciously". It's anti pedagogy.
@rmcelreath any good reference illustrating Bayesian statistics w/o frequentist language? Particularly from the pre-data perspective of the DGP as a joint probability distribution of "equivalent" variables?
👍
Awesome!
"Feels cringe to recommend my own book", but actually being half way through it now and having consumed a lot of other bayesian learning material I genuinely believe it's the best starting point by miles. If you're a bayesian and you haven't read statistical rethinking then it's an absolute must.
I started with kruschke and I don't think it was a waste of time but stat. Rethinking was way superior in many ways.
I think one critique I made of the speaker is that, like a lot of us bayesians, he's too wishywashy in his recommendations. I know that as bayesians we tend to put uncertainity and not committing to answers fully first, it's part of the strength of the framework, but when it comes to decisions for people that don't see the full picture yet that kind of recommendation just leaves people confused and not knowing what to do. The answer I think he should have given is to recognise that if bayesian stats can everything frequentism can do and do it better, and even more that frequentists are answering "the wrong questions precisely", it means that frequentism is set for extinction as bayesian methods catch on. There's no reason to keep it around other than prototyping or something like that because of computational speed. In light of that, where your decision making is free enough to make the shift, you basically should do that. The problem is that you recommend people to be trail-blazers which sets them up to do frustrating and nebulous work that isn't for everyone, so you warn them about that. However, for the people who are robust enough to follow that path you should give them the tools to get started and the reward will be that they're well positioned to handle the change when broader statistical culture shifts as it is at the moment. They'll also be able to solve problems that stump frequentists all the time, framing probability as a belief frees you to answer so many more questions that are useful in contexts where its needed most, areas with high information asymmetry and limited data. The bottom line is, given the mechanisms that are at play, is it worth investing in this approach? I cannot stress how little value I currently see in frequentist statistics other than convienience and even then I think its value is limited. So investing in Bayesian statistics seems to be a pretty good mid to long-term career investment for those who want to challenge themselves and solve problems that nobody else can.
Your assessment of frequentism is extremely flawed. A lot of the properties of MCMC and related diagnostics that provide the basis for practical Bayesian inference are justified on frequentist grounds and for those contexts, the idea of an infinite sequence of samples drawn from an unchanging process is a much more tenable than for applications in science. On the other hand, "speed" is not an argument that frequentist methods have uniquely in their favor. Performing Bayesian inference with approximate methods can be just as fast. But once again, understanding how to investigate those methods in order to quantify the quality of the approximations is something that can be done very naturally from a frequentist perspective. For the particular cases where the inferences provided by both frameworks match, then one can just as easily consider frequentist approaches to be a good, fast approximation of Bayesian ones. And practically speaking, given the limited time non-statistics students get to understand these topics, having to deal with the computational difficulties involved in full posterior sampling can be a huge time sink. A simulation-based course that gives the students the tools to probe whatever method or definition they come across would be far more useful than the desperate attempts I have repeatedly seen at having them "understand" an entire inferential framework (either one) by repeating a bunch of terms and procedures handed to them from high above.
@@nuhuhbruhbruh I agree with your assessment. One must understand the frequentist methods of estimation to fully appreciate the utility and application of Bayesian statistics. Bayes rule and simulations like Monte Carlo methods are a good way to start. I'm fairly new to this, but one thing I'm starting to realize is that I overlooked for a long time the possible pitfalls in doing frequentist inference.
12:23
Why is it hard to do independent sampling in the posterior distribution?
What is a prior? --
Lookup "prior probability".
Basically, it's the thing you believe before you observe anything. Priors are gonna have some parameters and you can use certain rules to update that prior based on observations, to refine your belief to better align with reality.
When I was in college there was an interest in "automatic theorem proving" and it seemed impossible to convince a mathematician of the value of just formalizing a proof so the computer could check it. Times have changed, but it's clear from your video that formalized mathematics is still considered to be just a niche area by academics.
When I need a break from Kolmogorov or Sternberg, I read a few pages of "How to think about Analysis." I recommend it to any student of Real Analysis as a valuable asset.
Very helpful - conceptually and hands-on. Yes, now have STACK running in our own Moodle - on a Raspberry Pi. ;-)
Hi, what is the difference between the book "How to Study as a Mathematics Major" and "How to Study for a Mathematics Degree". Aren't they essentially the same thing?
If you still need to know is, How to Study a Mathematics Degree is the name of the book for UK and How to Study for a Mathematics Degree on the US
Just subscribed!!! The secret to YT success - P r o m o s m !!!
Life is always beautiful when you have good health. I have been suffering from Herpes and I was looking for help in every ways and luckily I was directed to a very kind and Great DR Abiola Efe on TH-cam who helped me cure my Herpes and today I am free from Herpes and very healthy thank you so much { DR Abiola Efe } kindly reach him and he's helpful for Hiv cure , Cancer , Hpv Herpes ,Hepatitis B , on TH-cam #drabiolaefe thanks so much for your herbal medicine,.
"Warrant" probably has a technical definition, but it seems to mean a rationale or justification for some given statement. The key issue then, is whether a warrant is merited for a given statement, and if so, whether the warrent is explicit or is implicit - the latter case being a challenge for relative novices. Moreover, if genuine understanding is to be achieved, the reader should aim to establish what the underlying reason is that permits a statement to be sound. (Or am I just paraphrasing?!). Happy to be corrected.
Starts @ 8:06
How do you get the bars and the question on itempool displayed over your web cam?
cool video<3
Hello! I'd like to know, how i use the Random Group to reused variables randomics in more than one question.