WEDNESDAY, 27 MARCH 2024 |
JAMES CLERK MAXWELL BUILDING, ROOM 6206 |
11:10-11:35 |
- UG1241
- Alexis Charalambous, Elyse Jordan Paul-Van Leeuwen, Lily Seeley
- Mathematics and programming: how much is programming embedded in the teaching of mathematics at university level?
- Group Project
- This presentation delves into the current state of programming integration within UK mathematics degrees, exploring both the extent of its incorporation and student perspectives on its implementation. We collected data from university websites and course catalogues to analyse computer programming requirements, utilised languages, assessment methods at 27 UK universities. Additionally, we survey 52 mathematics students from the University of Edinburgh to understand student perceptions of programming within their degree. Our findings reveal almost all universities require computer programming as part of their mathematics curriculum. R was found to be the most used language in mathematics degrees, used almost exclusively in statistics courses. However, universities typically offer more computer programming in non-statistics courses, suggesting a larger variation among languages in these courses. Interestingly, closed-book examinations for programming modules have risen since 2017, diverging from expectations based on the mathematics benchmark statement. Additionally, while some correlation exists between university ranking and the number of offered programming courses, it likely reflects the broader course offerings of Russel Group universities rather than a stronger emphasis on programming itself. From the student survey, we identify a link between familiarity with programming and enjoyment, potentially linked to both increasing mathematical ability and the dedication required for mastering programming. Although students acknowledge the relevance of programming to their studies, their certainty regarding its contribution to their mathematical understanding remains lower.
- Observers: Skarleth Carrales and Richard Gratwick
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11:45-12:10 |
- UG1227
- Pablo Ortuño Floría, Andrew Shaw, Chenrui Xu, Alexander Bell
- An Introduction to Proof in UK universities
- Group Project
- The major emphasis placed on proof is one of the greatest difficulties university mathematics students experience at the beginning of their degrees. Many universities in the UK run an "introduction to proof" course, where the differences in the content used create a wide variety of attitudes that students have towards proof. In this talk, we categorise these courses in Russell Group universities by analysing their syllabi, and investigate how the content to which students are exposed to during their introduction to proof affects their attitude and perception of it.
- Observers: Skarleth Carrales and Richard Gratwick
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12:20-12:55 |
- UG1214
- Andi Dicu
- An invitation to C*-algebras
- Double Project
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- Observers: Skarleth Carrales and Richard Gratwick
|
13:05-13:30 |
- UG1262
- Adil Ali, Kaden Blakey, Feifan He, Stewart Ross
- How well can AI do in mathematics assessments?
- Group Project
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- Observers: Richard Gratwick and Kit Searle
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13:40-14:05 |
- UG1289
- Benjamin Chooyin, Jack Fortune, Rachel Hollingsworth, Heather Napthine, Mitchell McLachlan
- Automation of SQA Advance Higher STEM examinations
- Group Project
- The integration of automated assessments is becoming standard practice for Science, Technology, Engineering and Mathematics (STEM) disciplines at the university level. Accelerated by the COVID-19 pandemic, the shift towards online assessments for examinations has highlighted numerous advantages, including increased efficiency, reduced grading bias, and improved feedback for students. This presentation explores the feasibility of utilising the System for Teaching Assessment using a Computer Algebra Kernel (STACK) for automating Scottish Qualification Authority (SQA) Advanced Higher Mathematics and Physics examinations. Upon converting an examination paper from each subject into STACK's online format, it was discovered that whilst most questions were suitable for automation, some required adjustments. Subsequent analysis showed that their core objectives could still be assessed using STACK. This prompted a review of existing educational frameworks and SQA's core assessment standards, leading to the development of a custom taxonomy aligned with the aims of the Advanced Higher Mathematics and Physics courses. This tailored taxonomy justified necessary modifications allowing for the automation of additional marks whilst preserving the integrity of the original assessment objectives. This presentation provides an overview of the process involved in translating the existing assessments of these courses into STACK. In application, this procedure resulted in the successful translation of 81% of the marks from the SQA's 2019 Advanced Higher Mathematics paper and 69% of the marks from the SQA's 2019 Advanced Higher Physics paper into an automated format.
- Observers: Richard Gratwick and Kit Searle
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14:15-14:50 |
- UG1314
- Henry Le Cornu
- Finite difference schemes and sound synthesis
- Double Project
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- Observers: Kit Searle and Wei En Tan
|
15:00-15:25 |
- UG1239
- Amina Abid, Oliver Gobie, Lucy Magenis
- Classroom practices in undergraduate mathematics
- Group Project
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- Observers: Kit Searle and Wei En Tan
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15:35-16:00 |
- UG1240
- Maria Christodoulidou Manitara, Ana Rivera Montero, Prapti Maitra
- Assessment practices in university mathematics
- Group Project
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- Observers: Kit Searle and Wei En Tan
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