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Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000)

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Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000) DOCUMENT RESUME ED 482 955 SE 068 327 AUTHOR Emery, David TITLE Proceedings of the Undergraduate Mathematics Teaching Conference (Sheffield, England, September 4-7, 2000). PUB DATE 2000-00-00 NOTE 115p.; For individual papers, see SE 068 328-329. AVAILABLE FROM Web site: http://www.umtc.ac.uk. PUB TYPE Reports Descriptive (141) EDRS PRICE EDRS Price MF01/PC05 Plus Postage. DESCRIPTORS Higher Education; Mathematics Instruction; *Numeracy; *Teaching Methods; Undergraduate Study ABSTRACT The 26th Undergraduate Mathematics Teaching Conference took place in September of 2000 at Sheffield Hallam University. Major topics of the conference included what use might mathematics education research be to university mathematics teachers?, attracting students to mathematics, use of the internet in teaching mathematics, and supporting the professional development of mathematics lecturers. Papers and presentations given at the conference include: (1) "The Popularization of Mathematics" (Simon Singh); (2) "The Professional Development of One Teacher of University Mathematics: Students, Maths, and History" (Bob Burn); (3) "Geometry in a Contemporary SettingRMaking Connections" (Christine Hill);(4) "Proof and Generic Examples in Number Theory" (Tim Rowland); (5) "Embedding Key Skills in Mathematics Degrees" (Ken Houston and Neil Challis); (6) "Enabling Access to Further Mathematics" (Richard Lissaman); (7) "The Influence of Research Findings on the Restructuring of Mathematics Courses at University College Chichester" (Christine Hill) ;and (8) "Serving" Our Students Right!" (Patricia Egerton). Also included are reports of the working groups. (MVL) Reproductions supplied by EDRS are the best that can be made from the original document. UNDERGRADUATE MATHEMATICS TEACHING CONFERENCE 2000 Proceedings of the Twenty Sixth Conference 4th to 7th September 2000 What use might mathematics education research be to university mathematics teachers? Attracting students to mathematics. Use of the Internet in teaching mathematics. Supporting the professional development of mathematics lecturers. U.S. DEPARTMENT OF EDUCATION PERMISSION TO REPRODUCE AND Office of Educafionai Research and Improvement DISSEMINATE THIS MATERIAL HAS zUCATIONAL RESOURCES iNFORMATION BEEN GRANTED BY CENTER (ERIC) This document has been reproduced as eived from the person or organization originating it. 0 Minor changes have been made to Edited by improve reproduction quality. TO THE EDUCATIONAL RESOURCES Points of view or opinions stated in this INFORMATION CENTER (ERIC) document do not necessarily represent Dr. David Emery official OERI position or policy. Mathematics and Statistics Group School of Computing Staffordshire University Published by Sheffield Hallam University Press REST COPY AVAILABLE UMTC 2000 ORGANISING COMMITTEE John Ahmad University of Sunderland Tony Barnard Kings College, London Pam Bishop University of Birmingham Dexter Booth University of Huddersfield Michael Butler Bolton Institute Neil Challis (Treasurer and local organiser) Sheffield Hallam University Patricia Egerton University of Teeside David Emery (Chair) Staffordshire University Neil Gordon University of Hull Christine Hill University College Chichester Mike Howkins De Montfort University Peter Kahn Liverpool Hope University David Pountney Liverpool John Moores University Adrian Simpson University of Warwick John Stone (Local organiser) Shefield Hallam University CONTENTS Page Introduction David Emery, conference chair. 3 The Plenary Sessions The Popularisation of Mathematics 7 A talk given by Dr Simon Singh, the distinguished writer and broadcaster on matters mathematical and scientific. The professional development of one teacher of university mathematics: 12 students, maths and history. A talk given by Prof Bob Burn, lately professor of mathematics education, Agder University College, Kristiansand, Norway. The Presentations Geometry in a contemporary settingmaking connections. 22 Christine Hill, University College Chichester. Proof and generic examples in number theory 27 Tim Rowland, University of Cambridge. Embedding key skills in mathematics degrees 30 Ken Houston, University of Ulster and Neil Challis, Sheffield Hallam University. Enabling access to further mathematics 32 Richard Lissaman, University of Warwick. The influence of research findings on the restructuring of mathematics 34 courses at University College Chichester. Christine Hill, University College Chichester. "Serving" our students right! 37 Patricia Egerton, University of Teeside. 1 4 Reports of the Working Groups Page What use might mathematics education research be to university mathematics teachers? 40 Attracting students to mathematics. 54 Use of the Internet in teaching mathematics (group A). 60 Use of the Internet in teaching mathematics (group B). 72 Supporting the professional development of mathematics lecturers. 87 Appendix List of delegates. 97 Conference programme. 99 The working group briefs 101 2 Introduction The millenium year saw the twenty sixth Undergraduate Mathematics Teaching Conference take place at Sheffield Hallam University. This was the fourth occasion on which it has taken place in the congenial surroundings of the Collegiate Cresent Campus. This year the conference was attended by thirty delegates. The conferences began in 1975 with the title "University Teaching Conferences" and were for many years hosted by Nottingham University. They were initiated by the London Mathematical Society with the support of the Joint Mathematical Council and others. The motivation for them was the (then) planned replacement of "A" levels by "N" and "F" levels. The conferences were intended to discuss the repercussions of these, and other changes in schools, on university mathematics courses. Notwithstanding the fact that the planned changes to "A" levels never happened, the conferences have continued to take place every year up to the present, which strongly suggests that they meet a real need of the academic community. The reasons for this are not hard to find. Amongst the many benefits of attendance are: the sharing of knowledge and experience, an opportunity to reflectupon one's own teaching, contributing to the literature through the proceedings, establishing and renewing contact with mathematicians in other institutions, continuing professional development and personal refreshment. All the conferences have been working meetings at which the delegates discuss, in small groups, issues of current concern to those teaching undergraduate mathematics. There are (usually two) plenary speakers who share their experience and insights with the delegates. This year we have been fortunate in securing the services of Dr. Simon Singh,the distinguished writer and broadcaster on matters mathematical and scientific, and Prof. Bob Burn, lately professor of mathematics education, Agder University College, Kristiansand, Norway. Next year the conference is moving to Birmingham. After the conference left its first home at Nottingham University it was envisaged that it would move on every three years. In fact it has remained at its present home, Sheffield Hallam for four years and so a move is overdue. Maybe Sheffield made us too comfortable! Birmingham is an auspicious choice for several reasons. Firstly its central location and easy access by road and rail should make it easy for delegates to reach. Secondly the establishment of the Mathematics, Statistics and OR Division of the Teaching and Learning Support Network at Birmingham provides a happy synergy with the work of conference. Birmingham itself is a lively metropolis which has played a central role in British history. It will therefore provide a rich choice of conference outing venues. Finallytheexcellent conferencefacilitiesof Birmingham University andthe 3 Mathematics department would be reason enough in themselves to choose this new venue. The organising committee is presently in discussions with the Institute of Learning and Teaching exploring the possibility of the conference becoming a partner organisation in one of the Institute's Continuing Professional Development pilot projects. If delegates can obtain some form CDP credit from attendance this should enhance the attractiveness conference, especially to younger lecturers. A further change planned for next year is the introduction of a new type of working brief. Normally the bulk of the group's work is completed by the end of the conference leaving only the writing up of a report to be finished later. What is envisioned here, however, is a more extended piece of joint research activity to be planned during the conference but carried out over a period of a year or more following the conference. The research plan would be written up immediately after the conference for inclusion in the conference proceedings and the actual research itself would be expected to be published in a suitable journal. The inclusion of this type of brief should widen the appeal of the conference to those who are keen to enhance their publication profile. Although the numbers attending conference have declined sinceitsinception the conference remains in good health. We cannot, however, afford to be complacent. Conference must evolve in such a way that it continues to meet the needs of its members. I have enjoyed my time as chair of conference enormously and I would like to record my thanks to all those who have helped me in that happy task. I am most endebted to Dr. Neil Challis who, as well as acting as treasurer, happily accepted the photocopying
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