Date: 10 – 12 June 2015
Location: University of Glasgow, Glasgow, Scotland
Programme
This is the first international conference of the Institute of Mathematics and its Applications (IMA) about approaches to teaching and learning mathematics. Mathematics should be understood in the widest possible sense to cover all aspects of mathematics, including number, pure mathematics, applied mathematics, statistics and the full range of applications of mathematics.
The conference examines learning and teaching throughout the life span, from the most basic to the most advanced topics and for the full range of learners, including people with dyscalculia and other maths learning difficulties, gifted learners and mathematicians. This should lead to cross-fertilisation between different areas of learning and teaching. The conference is also highly interdisciplinary. In addition to mathematicians, it should be of interest amongst others to psychologists, teachers, pedagogical and educational experts, engineers, scientists and social scientists.
Invited speakers
Bill Barton (University of Auckland)
Dame Celia Hoyles DBE (The Institute of Education, University of London)
Colin Jones (University of Tasmania)
Ros Sutherland (University of Bristol)
Claire Trott (Loughborough University)
The conference is organised into the following four tracks, with the list of topics under each track illustrative rather than exclusive.
Motivation and maths anxiety
- Approaches to increasing motivation and self confidence
- Overcoming maths anxiety
- Why learn maths: relevance, context and applications
- The use of social networking to provide mutual support and increase engagement
- Using the media to promote mathematics and improve its image
- The learner’s and the teacher’s perspective
Inclusive practice and learners’ particular requirements
- Learners with specific learning difficulties
- Ethnic, cultural and linguistic diversity and the learning and teaching requirements
- Gender issues and gender sensitive learning and teaching
- Mature learners and returning to maths in later life
- Blind learners and non-visual representation of mathematics
- Gifted learners
- Maths learning for specialists and non-specialists
Effective practice: what does and does not work
- International comparisons
- Case studies
- Content and curricula
- Assessment, teaching and learning approaches
- Training and resources for teachers
- Less traditional approaches, such as project based learning, peer supported learning, microlearning and mobile learning
The use of technology
- The use of ICT, new technologies and tools
- On-line learning, blended learning and traditional classrooms
- Mobile learning apps
- High tech and traditional approaches
Confirmed Thematic Sessions
- Enhancing student engagement with mathematics & statistics
- Addressing mathematics & statistics anxiety
Conference Fees
IMA Member | £300 |
Non-IMA Member | £395 |
IMA Student | £205 |
Non-IMA Student | £215 |
Conference Dinner on night of 11 June: £45
To register for this event, please download, complete and return the application form.
Please see Accommodation and Travel advice for further details.
Organising Committee
Chair – Dr Marion Hersh (University of Glasgow); Co-Chair – Dr Meena Kotecha (LSE); Professor Nigel Steele (Coventry University); Dr Shirley Evans (University of Worcester); Professor Diana Kornbrot (University of Hertfordshire).
Programme Committee
Professor John Blake (University of Birmingham); Noel-Ann Bradshaw (University of Greenwich) Prof. Dr. Daniel Burgos (Universidad Internacional de La Rioja (UNIR), Spain); Dr Emma Cliffe (University of Bath); Professor Annemie Desoete (University of Ghent, Belgium); Dr Olivia Fitzmaurice (University of Limerick, Republic of Ireland); Dr Donal Fitzpatrick (Dublin City University) Giorgi Goguadze (Leuphana University of Lüneburg); Professor Jeremy Levesley (University of Leicester); Dr Les Mustoe (Loughborough University); Dr Peter Rowlett (Nottingham Trent University); Dr Judith Shapiro (London School of Economics); Dr Jeff Waldock (Sheffield Hallam University); Professor Anne Watson (University of Oxford)
Proceedings
List of papers in order of presentation
Session 1 Effective Practice
Supporting Freshmen through Diagnostic e-Assessments and e-Learning Packages
K.F. Hung, S.C. Choy, K.H. Chung and C.K. Chan
A tale of two very different Mathematics Support Centres at two very different universities
J. Nicholas, L. Rylands, C. Coady, L. Armstrong, H. Dhindsa, S. McGlynn, J. Nicholls, J. Pettigrew, D. Shearman
Why ‘what works’ doesn’t work in practice, and what might work better
A. Watson
Effective Differentiation; where a growth mindset meets the ZPD
Y. Reilly, J. Parsons
Maths Diagnostic Testing – Beyond Diagnostics
C. Patel
Session 3 Inclusive Practice
Language as a Barrier to Learning Mathematics
M. Prendergast; F. Faulkner; C. O’Hara
Creating and evaluating an online glossary of curriculum terms for maths for deaf learners who use British Sign Language
K. O’Neill, A. Cameron, G. Quinn, R. O’Neill
Maths for Blind People: Not reinventing the wheel … crooked
M. Hersh
Speech Interfaces for Mathematics : Opportunities and Limitations for Visually Impaired Learners (pdf)
D. Attanayake, J. Denholm-Price, G. Hunter, E. Pfluegel, A. Wigmore
Session 4 Special Session: Addressing mathematics & statistics anxiety
Addressing mathematics & statistics anxiety by enhancing self-belief
M. Kotecha
Addressing mathematics & statistics anxiety by individual support
S. Strawbridge
Combating maths anxiety by using history
M. Walker
“I feel like I am wasting my time …” – Addressing Statistics Anxiety in students required to learn Statistics as part of another course (pdf)
M. Swingler, P. McAleer, L. I. Morrow, N. Friel
Session 5 Pedagogies and Methods
Teaching and Assessing with New Methodological Tools (Merlo): A New Pedagogy? (pdf)
F. Arzarello, R. S. Kenett, O. Robutti, U. Shafrir, T. Prodromou, P. Carante
Enabling Access to A Level Further Mathematics Across England via Blended Learning – ‘Lil Fm’
R. Butler, T. Button, S. Lee
Crossing the Threshold: epistemological obstacles and pedagogic circumventions
J. Mason
Assessment of Complex, Non-Structured Mathematical Problems (pdf)
B. Divjak
Session 7 Training and Teachers
Scenario Based Training of Statistics Support Tutors
A. Owen, E. Marshall, S. Smith
Session 8 Special Session: Student Engagement
The use of video and screen casts to engage and support the learner and promote mathematical thinking (pdf)
N. A. Bradshaw
Enabling pupils; enabling teachers: how a national intervention programme changed maths teaching and learning in an Irish primary context
O’Loughlin
Session 9 Special Session: Enhancing engagement – maths & stats
Teaching maths for economics
A. L. Ariza Jimenez
Social Media v Blackboard Discussion Forums in Teaching and Learning Mathematics
V. Perisic
Syncretic approach to teaching and learning mathematics
L. Fradkin
Online Practice in Mathematics and Statistics. A model for community collaboration
B. Foster
Session 10 STEM
Using social media to promote deep learning and increase student engagement in the College of Science & Engineering (pdf)
S. Ahmed, S. Honeychurch
Using e-Assessment to promote engagement in Engineering Mathematics
K. Henderson, R. Gwynllyw, A. Hooper and A. Palipana
CalculEng for Virtual Mathsaid : The Development and Evaluation of a Set of On-Line Tutorial Resources for Elementary Calculus (pdf)
M. Davis, J. Dhanbhoora, G. Hunter & W. Wiesyk
Experiences of using Audio Feedback in Engineering Mathematics Modules (pdf)
K. Durkacz and E. Mowat
Enquiries
Scientific enquiries should be sent to:
Marion Hersh: eng-enable@glasgow.ac.uk
Meena Kotecha: M.Kotecha1@lse.ac.uk
For further information or to register your interest, please contact Lizzi Lake, Conference Officer, E-mail: conferences@ima.org.uk, Tel: +44 (0) 1702 354 020, Fax: +44 (0) 1702 354 111, Institute of Mathematics and its Applications, Catherine Richards House, 16 Nelson Street, Southend-on-Sea, Essex, SS1 1EF, UK.