Dear Colleagues
Thanks to all who have filled in the survey on examinations in mathematics.
We intend to close the survey at midnight AEST, so you still have a chance to get your responses in.

The survey link is here:
melbourneuni.au1.qualtrics.com/jfe/form/SV_bNpSGPHp9VYgQuO

Results will be posted on the website in due course.

Thanks for your participation.

Cheers

​Deb

​

The journal Teaching Mathematics and its Applications is pleased to announce the publication of its 2021 Special Issue 40(4): Restarting the New Normal. Fourteen papers provide a record of practitioner-focused research on how the pandemic is changing teaching and learning mathematics for students from upper secondary/high school level through to university first degree level. Topics range across students’ motivation and preparedness for school and university transitions, reconceptualising and trialling undergraduate mathematics support, mapping the effects of remote emergency teaching and longer-term changes to the medium of provision for undergraduate learning.  International commonalities and differences are traceable via these studies from Irish, English, German, Australian and Welsh perspectives. All articles are available here. 
 
The launch of the Special Issue will be marked by an online webinar on 9th February 2022, 9-11am GMT, hosted by Teaching and Learning Mathematics Online (TALMO). Details of the event are available here. You are cordially invited to join this event, live or recorded. The authors will briefly present their work and take questions.

Speaker: Associate Professor Iddo Gal (Dept. of Human Services, University of Haifa)
Date & Time: Thursday 16 December 2021, 6:00am (AEDT)
This webinar focuses on 'big picture' issues and dilemmas related to the promotion of statistical literacy, as part of the aspiration for a numerate citizenship that has key competencies required in modern societies. The talk will first sketch and illustrate several frontiers, seemingly known but rapidly changing, involving real-world demands for 'official statistics literacy', understanding of models and prediction issues, and expanding demands for criticality. Such and related developments, some of which are supported by recent research or global realities, challenge traditional curricula and teaching practices in mathematics education, in college-level introductory statistics courses, and in adult education systems. I will then ask you to reflect on systemic tensions and 'social equity' gaps associated with how such evolving demands for statistical literacy are currently handled (or not) in education systems. The last part of the webinar will be an open discussion that aims to clarify some of the (hard) choices and realities we need to face regarding curricular goals and course design and explore some solutions that may support the development of statistical literacy for all. We may not come out of this webinar with all the right answers - but certainly with some good questions.
Register here: https://forms.gle/FXEwUsegbVjRtALr5

Speaker: Associate Professor Emma Smith Zbarsky (Wentworth Institute of Technology, Boston, Massachusetts)
Date & Time: Thursday 20 May 2021, 12:00 noon (AEST)

Abstract: As educators, we need to assess our students for a variety of reasons from the mundane requirement to submit ranked scores to the arcane desire to encourage and track learning. I have developed my approach to oral examinations for undergraduate students in an attempt to support collaborative analysis of my student’s understanding, as well as an opportunity for growth and discovery right up to the final moments of a course. I will present my experiences using oral assessments both alone and in combination with written work in multivariable calculus with mid-level students, in partial differential equations with upper-level students, and in introductory calculus with first-year students.
Jointly presented with the CARMA Colloquium at the University of Newcastle, Australia
Zoom link: https://uonewcastle.zoom.us/j/81161588606?pwd=ZkQybmpUdDZUUDdOTnpxUmhldEwzdz09 (password: CARMA)

Yvonne Lai, from AMS, offers some tips for teachers using online chat techology. Some include making students feel comfortable and valued, and how to manage whole group discussions.
Read the full article here.

Title: Let us rethink how to teach mathematics using gaming prinriples
Aurthors: Yong, Karjanto, Gates, Chan, & Khin
Journal: International Journal of Mathematics Education in Science and Technology
Read full article here

Abstract: ​This study explored the gaming principles that fitted well in the theory of learning in good computer games and attempted to incorporate those principles into mathematics education. A qualitative dominant mixed methods approach was employed, in which qualitative interviews [eight students, six teachers and eight parents] and quantitative surveys [students, n = 174] were administered concurrently to explore the participants’ thoughts and beliefs about mathematics education and computer games. Initially, gaming principles were identified and compared with the existing mathematics classroom setting. Then, a gamified approach was proposed. Data collected has indicated that the current mathematics education tends to be exam-oriented, predominantly product-focused, emphasizes drill-and-practice, without instant feedback, where mistakes are not welcomed and there is an absence of story. On the other hand, students learn differently when playing computer games. Gameplay is process-focused and involves problem-based learning, where instant feedback is provided. Computer games work on the principle of failing forward and often include stories. By applying the gaming principles into mathematics education, the authors propose mathematics education to be process-focused, problem-based, and promote an attitude of learning from mistakes, and suggest an introduction of storytelling into classroom activities.

Title: An alternative to broaden the school-promoted meanings of mathematics in electrical sciences from socioepistemology
Authors: Hinojos-Ramos, Farfan, & Orozco-Castillo
Journal: International Journal of Mathematics Education in Science and Technology
Read full article here

Abstract: This paper is the result of a research done from the Socioepistemological Theory of Mathematics Education, perspective in which we enquire about the reasons to study trigonometric Fourier series in electrical engineering, and what historical and epistemological conditions can be considered to develop more profound meanings when this topic is addressed in class. The findings in this research are four notions for the social construction of mathematics knowledge found in a qualitative historical-epistemological analysis of the original works of nineteenth century scientists. These notions consider transversal aspects from the scientists’ works: the use of analogies from heat to electricity give mathematical support to their findings; the shift from a static to a dynamic paradigm about electricity; the concern of a steady state as the situational context in which the knowledge was built; and the presence/confrontation of an epistemological obstacle. We propose that these conditions can be used to broaden the meanings overshadowed by mathematics courses in schools that primarily promote the operational aspect of mathematics.

Teach like a Champion dissects a sample video from an English class and focuses on ways we can support students consolidate knowledge from their working memory to long term memory.
Read the full article here.

The effortful educator lists five articles recommended for teachers. These include tips on study strategies, research based strategies for improving teaching, and research based evidence from cognitive psychologists.
​Read the full article here.

Kevin Hartnett, with Quanta Magazine, pays tribute to John Conway who recently passed away from COVID-19.
​Read the full article here.