Theme: "Exploring the new educational/mathematical spaces that we create with software tools"
This workshop is part of CARMA's Special Year on Mathematical Communication.
MESIG (Mathematical Educational Software Interest Group) grew out of a suggestion from the late, wonderful, Leon Poladian: Leon was interested in us developing a community of practice around software tools for teaching mathematics. The first MESIG annual meeting was held at the CARMA centre at the University of Newcastle, in 2015, organised by Judy-anne Osborn and Matt Skerritt. Workshops have been held in different locations across the country every year since. Each year at the workshop, we decide where the next one will be held. MESIG provides a forum for discussion of the interaction between our teaching goals and the software tools available to us. This topic has become all the more pertinent in present times. In 2020 MESIG will run online for the first time, hosted from the University of Newcastle. We look forward to welcoming new participants. Previous MESIG meetings are listed on the MESIG page.
The year MESIG will include a special session on the AMSI ACE Program. Lecturers within the program are warmly invited to contribute talks about their experiences teaching in the program. These talks do not need to be very formal - this is a sharing of practice and experience of peers.
This year MESIG will also feature the awards of the first annual Universities' Maths/Art Poster Competition hosted by CARMA.
MESIG will be followed by FYIMaths Wednesday 16th December organised by Sharon Stephen (firstname.lastname@example.org).
The workshop will be held at online using Zoom, details to follow.
Download the programme [updated 10 December]
|09:00-10:00||Keynote by Chris Sangwin, "Assessing students' proofs online"|
|12:00-12:30||Maths Art/Poster Awards|
|14:40-15:40||ACE Special session talks and discussion|
|15:40-16:00||Next year’s MESIG brainstorm|
Assessing students' proofs online
In this seminar I will describe how we, at the University of Edinburgh, have tried to help students learn proof through online assessment. This is ongoing work, driven by a practical need and constrained by current technology which cannot automatically assess students' free form proof. The seminar will discuss the nature of elementary proof more generally.
Teaching proof techniques in ONLINE setting
Usha Sridhar (University of Technology, Sydney)
In the world of proofs for mathematical theorems, it is a challenge to teach the student to appreciate the construction or at least testing procedures for rigorous mathematical proofs. My experience with the ONLINE teaching of first year maths students has surprisingly shown some ways to connect to students better through igniting their interest to use ‘shared’ resources to try some proof construction as a ‘game’ technique. Suitable logic is followed which helped the meta language as well.
DEFT (Developing Expertise Fostering Thinking) - an online community of practice
Jo-ann Larkins (Federation University) and Joel Black
A story of a researcher and beginning teachers in the UK using GeoGebra to understand geometry
This study aims to understand how the researcher and the beginning teachers developed appropriate mathematical knowledge around circles for teaching geometric constructions using dynamic software (GeoGebra). This work was remote because of covid-19. The research question that I focus on in this talk is "How might carefully designed exploratory tasks support beginning teachers and the researcher to develop appropriate mathematical knowledge for teaching?"
GeoGebra Classroom: A virtual platform for remote learning to foster active engagement
Carlos Ponce Campuzano (The University of Queensland)
GeoGebra is dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package. In response to the global pandemic the GeoGebra Team released, in June 2020, the virtual platform GeoGebra Classroom in which teachers can assign interactive and engaging tasks for students, view live updated progress of students working on a specific task, facilitate rich, interactive discussions among all students, groups of students, and individual students. In this talk, I will demonstrate how to create a virtual mathematics class in GeoGebra Classroom for remote learning.
Gradescope in the scope: experiences marking assignments and exams in large subjects with Gradescope
Anthony Morphett (The University of Melbourne)
Gradescope is an online marking tool designed with large STEM subjects in mind. It is owned by Turnitin. We have been using Gradescope for submitting and marking assignments and exams in most of our mathematics and statistics subjects in 2020, including large undergraduate subjects. We chose it after evaluating its suitability for online exams as necessitated by COVID-19. This presentation will include a brief demo of Gradescope and discuss some of its strengths and weaknesses that we encountered during our extensive use of it in 2020.
Source Code Plagarism Detection
Yuqing Lin (The University of Newcastle)
Creating online question pools using SageMath
Florian Breuer (The University of Newcastle)
I will introduce the Sage Quiz Developer Squid), a system to create random variants of mathematics quiz questions for online systems such as Blackboard.
MathAssess - a system for creating and delivering formative mathematical assessments
Dmitry Demskoy (Charles Sturt University)
We describe a new system for creating and delivering formative mathematical assessments (MathAssess). MathAssess is a free and extensible system which allows teachers to write questions and conduct marking using the Maple language.
MathAssess is a system with separate question design and answer collection: the processes of editing individual questions, their assembly into an assessment, and marking is completed on instructor’s computer using computer algebra (Maple). Assessment questions are written using a combination of html/LaTeX/Maple code. Completion and submission of an assessment is done online on MathAssess website. All submitted answers are stored in an online database. MathAssess may be set up so that students can come back and see/modify submitted tests as long as it is done before assessment’s due date/time.
Creating sculptural forms using 3D Bézier curves
The ACE Program
Judy-anne Osborn (The University of Newcastle)
I will describe some of the history and practice and potential as I see it, of the AMSI ACE Program, which facilitates national shared online Honours and Masters Mathematics courses in Mathematics.
Optimisation for deep learning: sharing our experience
Nadia Sukhorukova (Swinburne)
In this presentation we will talk about our motivation to run this unit and share our experience.
Teaching epidemic theory during a pandemic
Stephen Davis (RMIT University)
I describe my experiences teaching ACE Mathematical Biology in 2020 with a focus on epidemic theory and mathematical models of infectious disease spread. I talk about the difficulty in letting go of the traditional lecture mode of delivery and switching to a more student centric model. I discuss my frustrations with engaging students in an online classroom, and the way in which online tutorial sessions evolved to become more personal, more comfortable and ultimately more satisfying.
Reflections on the importance of ACE to small Universities