Masterson, Brendan; Sharples, Nicholas; Jones, Matthew M.; Lawrence, Snezana; Megeney, Alison
Authenticity in Learning, Teaching and Assessment Journal Article
In: MSOR, vol. 22, no. 2, pp. 29–36, 2024, ISSN: 2051-4220.
@article{Masterson2024,
title = {Authenticity in Learning, Teaching and Assessment},
author = {Brendan Masterson and Nicholas Sharples and Matthew M. Jones and Snezana Lawrence and Alison Megeney},
doi = {10.21100/msor.v22i2.1488},
issn = {2051-4220},
year = {2024},
date = {2024-04-04},
journal = {MSOR},
volume = {22},
number = {2},
pages = {29--36},
publisher = {Educational Development Unit, University of Greenwich},
abstract = {Mathematics graduates traditionally are recognised for their problem solving, critical thinking, and analytic skills. However, the methods often used to hone these skills at university are often abstract and decontextualized. This can often create a disconnect between expected capabilities of a mathematics graduate from employers and the actual problem-solving skills required in their career. In this case-study we will outline how the programme team has developed our approach to authentic learning and authentic problems to bridge this gap and ensure graduates are prepared for the workforce. },
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Jones, Matthew; Lawrence, Snezana; Masterson, Brendan; Megeney, Alison; Sharples, Nick
Student Video Curation Journal Article
In: MSOR, vol. 21, no. 2, pp. 15–24, 2023, ISSN: 2051-4220.
@article{Jones2023,
title = {Student Video Curation},
author = {Matthew Jones and Snezana Lawrence and Brendan Masterson and Alison Megeney and Nick Sharples},
doi = {10.21100/msor.v21i2.1403},
issn = {2051-4220},
year = {2023},
date = {2023-03-30},
urldate = {2023-03-30},
journal = {MSOR},
volume = {21},
number = {2},
pages = {15--24},
publisher = {Educational Development Unit, University of Greenwich},
abstract = {In the academic year 2020-21 Middlesex University maths students accessed all learning sessions remotely. Each of these interactive sessions was live-streamed, recorded and uploaded to our Virtual Learning Environment, providing hundreds of hours of recorded, unedited maths lecture for students to review. This case study reports on a project (partially funded by an IMA Education Grant) in which we invited undergraduates to reflect on their remote learning experiences and curate these video lectures. Students were asked to identify the most engaging, useful and interesting segments, and categorise and explain their choices in free-text comments to help us develop our approach to remote lectures and video resources. A total of 33 video clips were identified by students across levels 4 to 6 on our specialist BSc Mathematics and BSc Mathematics with Computing programmes. In this paper we will discuss our findings, illustrate with examples clips, identify themes in the student choices, and conclude with tips to produce engaging video content. We will also discuss applications of video curation as a social pedagogic tool for the current Generation Z students. We will argue that sharing how students interact with digital learning resources can help address the significant digital divide in education.},
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In the academic year 2020-21 Middlesex University maths students accessed all learning sessions remotely. Each of these interactive sessions was live-streamed, recorded and uploaded to our Virtual Learning Environment, providing hundreds of hours of recorded, unedited maths lecture for students to review. This case study reports on a project (partially funded by an IMA Education Grant) in which we invited undergraduates to reflect on their remote learning experiences and curate these video lectures. Students were asked to identify the most engaging, useful and interesting segments, and categorise and explain their choices in free-text comments to help us develop our approach to remote lectures and video resources. A total of 33 video clips were identified by students across levels 4 to 6 on our specialist BSc Mathematics and BSc Mathematics with Computing programmes. In this paper we will discuss our findings, illustrate with examples clips, identify themes in the student choices, and conclude with tips to produce engaging video content. We will also discuss applications of video curation as a social pedagogic tool for the current Generation Z students. We will argue that sharing how students interact with digital learning resources can help address the significant digital divide in education.
Masterson, Brendan; Jones, Matthew; Megeney, Alison; Sharples, Nick; Lawrence, Snezana
Authentic By Design: developing mathematicians for the talent economy Journal Article
In: MSOR, vol. 21, no. 2, pp. 44–51, 2023, ISSN: 2051-4220.
@article{Masterson2023,
title = {Authentic By Design: developing mathematicians for the talent economy},
author = {Brendan Masterson and Matthew Jones and Alison Megeney and Nick Sharples and Snezana Lawrence},
doi = {10.21100/msor.v21i2.1400},
issn = {2051-4220},
year = {2023},
date = {2023-03-30},
urldate = {2023-03-30},
journal = {MSOR},
volume = {21},
number = {2},
pages = {44--51},
publisher = {Educational Development Unit, University of Greenwich},
abstract = {The graduate skills expected of mathematics students from employers has changed dramatically over the past decade. Increasingly maths graduates are expected to have communication, creative, programming and teamwork skills in addition to the problem solving and critical thinking skills traditionally sought by employers from mathematics graduates. In this paper we will outline how the Middlesex University undergraduate mathematics programme was designed to enhance students’ communication, creativity and programming skills while maintaining the mathematical rigour that unpins all maths programmes.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
The graduate skills expected of mathematics students from employers has changed dramatically over the past decade. Increasingly maths graduates are expected to have communication, creative, programming and teamwork skills in addition to the problem solving and critical thinking skills traditionally sought by employers from mathematics graduates. In this paper we will outline how the Middlesex University undergraduate mathematics programme was designed to enhance students’ communication, creativity and programming skills while maintaining the mathematical rigour that unpins all maths programmes.
Jones, Matthew; Megeney, Alison; Sharples, Nick
Engaging with Maths Online – teaching mathematics collaboratively and inclusively through a pandemic and beyond Journal Article
In: MSOR, vol. 20, no. 1, pp. 74–83, 2022, ISSN: 2051-4220.
@article{Jones2022,
title = {Engaging with Maths Online - teaching mathematics collaboratively and inclusively through a pandemic and beyond},
author = {Matthew Jones and Alison Megeney and Nick Sharples},
doi = {10.21100/msor.v20i1.1322},
issn = {2051-4220},
year = {2022},
date = {2022-04-08},
urldate = {2022-04-08},
journal = {MSOR},
volume = {20},
number = {1},
pages = {74--83},
publisher = {Educational Development Unit, University of Greenwich},
abstract = {This case study details several concrete approaches to integrating the use of student-loaned iPads in the teaching of mathematics in Higher Education. Although there is a scarcity of rigorous studies into the efficacy of tablet devices for improved educational outcomes, previous case studies have argued that tablet devices, if used, should be integrated into the whole learning experience. The mathematics teaching team at Middlesex University have developed an inclusive digital pedagogy over the last five years that enabled us to effectively respond to the remote teaching imposed by the COVID-19 pandemic by loaning iPads to all students on specialist mathematics programmes. As we begin the return to campus, we continue to integrate these devices into our teaching to address the observed “digital divide” in Generation-Z students which is characterised not by access to smart devices but by the digital skills to use them as effective learning tools. This is particularly relevant at Middlesex University which is disproportionately affected by digital poverty amongst its student population. We discuss the use of virtual whiteboard apps, the necessity of handwritten mathematics, the rich integration of multimedia content, persistent collaborative “problem solving spaces”, and how a common hardware platform allows for varied and equitable inclusive assessment. We also report the results of students’ surveys of iPad use during the remote-only 2020-21 academic year.},
keywords = {},
pubstate = {published},
tppubtype = {article}
}
This case study details several concrete approaches to integrating the use of student-loaned iPads in the teaching of mathematics in Higher Education. Although there is a scarcity of rigorous studies into the efficacy of tablet devices for improved educational outcomes, previous case studies have argued that tablet devices, if used, should be integrated into the whole learning experience. The mathematics teaching team at Middlesex University have developed an inclusive digital pedagogy over the last five years that enabled us to effectively respond to the remote teaching imposed by the COVID-19 pandemic by loaning iPads to all students on specialist mathematics programmes. As we begin the return to campus, we continue to integrate these devices into our teaching to address the observed “digital divide” in Generation-Z students which is characterised not by access to smart devices but by the digital skills to use them as effective learning tools. This is particularly relevant at Middlesex University which is disproportionately affected by digital poverty amongst its student population. We discuss the use of virtual whiteboard apps, the necessity of handwritten mathematics, the rich integration of multimedia content, persistent collaborative “problem solving spaces”, and how a common hardware platform allows for varied and equitable inclusive assessment. We also report the results of students’ surveys of iPad use during the remote-only 2020-21 academic year.
Lawrence, Snežana; ; Megeney, Alison; Sharples, Nick; Masterson, Brendan; and, Matthew Jones
REVISING THE ROLE OF THE HISTORY OF MATHEMATICS IN POST‑PANDEMIC WORLD Journal Article
In: Uzdanica, vol. XIX, no. v, pp. 17–28, 0000, ISSN: 1451-673X.
@article{Lawrence2022,
title = {REVISING THE ROLE OF THE HISTORY OF MATHEMATICS IN POST‑PANDEMIC WORLD},
author = {Snežana Lawrence and and Alison Megeney and Nick Sharples and Brendan Masterson and Matthew Jones and },
doi = {10.46793/uzdanica19.s.017l},
issn = {1451-673X},
journal = {Uzdanica},
volume = {XIX},
number = {v},
pages = {17--28},
publisher = {University Library in Kragujevac},
abstract = {In this short philosophical and discursive paper, the main objective is to reassess a new emergent role of the history of mathematics in order to bring about greater diversity and engagement in the mathematical sciences. The discussion is based around the project undertaken at a North London university and their partner pre-university college, which piloted the larger national project in the UK in the local context. The success of the project, it is further suggested, would greatly benefit from a framework in which the history of mathematics as a humanistic discipline is closely related to viewing mathematics as a virtuous practice. We also include a short summary about the lives and careers of two Serbian mathematicians, Judita Cofman, and Milica Ilić-Dajović, to showcase how learning about the ways in which marginalisation takes place can help students position themselves and contextualise their priorities as they enter the professional mathematics landscape. },
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