[Maths-Education] Re: Autumn term Research Seminars
Candia Morgan
temscrm@ioe.ac.uk
Tue, 2 Oct 2001 17:19:01 +0100
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Please see to follow details of the next two research seminars
offered by the Mathematical Sciences Group at the Institute of
Education. I do hope you can attend.
RSVP: sc.williams@ioe.ac.uk
Wednesday, 31st October 2001, 5pm to 7pm, room 691.
Why Did the Millennium Bridge Wobble?:
The Mathematical Components of Engineering Expertise
Phillip Kent and Richard Noss,
Mathematical Sciences Group, Institute of Education
This project has been investigating the mathematical practices of
professional engineers working in a large civil and structural
engineering consultancy in London. To judge from the contents of
engineering mathematics textbooks, one might expect an engineer's
work to involve differential equations, multidimensional calculus and
advanced linear algebra. But in fact we found that a typical engineer
does rather little mathematics (and nearly all of it at the level of
what is learnt in school), because the 'hard' mathematics is
performed by computer software, and a small number of analytical
specialists. Does this mean that engineers don't need to know
mathematics? No, but the kind of mathematical understanding required
has changed. Nowadays what the typical engineer needs is to
understand what the software or the specialist is doing; the balance
between explicit analytical skills and "qualitative" appreciation of
mathematical models has shifted radically since the widespread
introduction of mathematical technology in the 1980s, and that shift
is continuing as technology becomes increasingly powerful and
ubiquitous. We will report on our work to develop an analytical
snapshot of engineering practice and the range of mathematical
understandings that it involves.
Wine and soft drinks will be served after the seminar.
This seminar will take place in room 691, Institute of Education, 20
Bedford Way, London WC1H OAL from 5pm to 7pm.
_______________________________________
Wednesday, 28th November 2001, 5pm to 7pm, room 691.
Investigating students' mathematical reasoning
Celia Hoyles, Dietmar K=FCchemann & Geoff Woodhouse
Mathematical Sciences Group, Institute of Education
We are investigating students' developing mathematical reasoning
through longitudinal study of a nationwide cohort of students
followed for three years from ages 13. In this seminar we will
present the design of the study and the use of multilevel analysis to
identify significant variables in student responses, to explore
explanations for trends and to identify schools for case study. Each
part of the analysis will be illustrated by examples of student
responses and data from the case studies. Additionally we will
discuss how we will be attempting to investigate progress over time.
Wine and soft drinks will be served after the seminar.
This seminar will take place in room 691, Institute of Education, 20
Bedford Way, London WC1H OAL from 5pm to 7pm.
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--></style><title>Re: Autumn term Research
Seminars</title></head><body>
<div><font color=3D"#000000">Please see to follow details of the next
two research seminars offered by the Mathematical Sciences Group at
the Institute of Education<font face=3D"Times"><i><b>.</b></i></font> I
do hope you can attend.</font></div>
<div><font color=3D"#000000">RSVP: sc.williams@ioe.ac.uk</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">Wednesday, 31st October 2001</font>, 5pm to
7pm, room 691.</div>
<div><br></div>
<div><font color=3D"#000000">Why Did the Millennium Bridge
Wobble?:</font></div>
<div><font color=3D"#000000">The Mathematical Components of Engineering
Expertise</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">Phillip Kent and Richard Noss,</font></div>
<div><font color=3D"#000000">Mathematical Sciences Group, Institute of
Education</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">This project has been investigating the
mathematical practices of professional engineers working in a large
civil and structural engineering consultancy in London. To judge from
the contents of engineering mathematics textbooks, one might expect an
engineer's work to involve differential equations, multidimensional
calculus and advanced linear algebra. But in fact we found that a
typical engineer does rather little mathematics (and nearly all of it
at the level of what is learnt in school), because the 'hard'
mathematics is performed by computer software, and a small number of
analytical specialists. Does this mean that engineers don't need to
know mathematics? No, but the kind of mathematical understanding
required has changed. Nowadays what the typical engineer needs is to
understand what the software or the specialist is doing; the balance
between explicit analytical skills and "qualitative"
appreciation of mathematical models has shifted radically since the
widespread introduction of mathematical technology in the 1980s, and
that shift is continuing as technology becomes increasingly powerful
and ubiquitous. We will report on our work to develop an analytical
snapshot of engineering practice and the range of mathematical
understandings that it involves.</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">Wine and soft drinks will be served after
the seminar.</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">This seminar will take place in room 691,
Institute of Education, 20 Bedford Way, London WC1H OAL</font> from
5pm to 7pm.</div>
<div><font size=3D"-1" color=3D"#000000"><br></font></div>
<div><font size=3D"-1"
color=3D"#000000">_______________________________________</font></div>
<div><br></div>
<div><font size=3D"-1" color=3D"#000000"> </font><font
color=3D"#000000">Wednesday, 28th November 2001</font>, 5pm to 7pm, room
691.</div>
<div><br></div>
<div><font color=3D"#000000">Investigating students' mathematical
reasoning</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">Celia Hoyles, Dietmar K=FCchemann &
Geoff Woodhouse</font></div>
<div><font color=3D"#000000">Mathematical Sciences Group, Institute of
Education</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">We are investigating students'
developing mathematical reasoning through longitudinal study of a
nationwide cohort of students followed for three years from ages 13.
In this seminar we will present the design of the study and the use of
multilevel analysis to identify significant variables in student
responses, to explore explanations for trends and to identify schools
for case study. Each part of the analysis will be illustrated by
examples of student responses and data from the case studies.
Additionally we will discuss how we will be attempting to investigate
progress over time.</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">Wine and soft drinks will be served after
the seminar.</font></div>
<div><font color=3D"#000000"><br></font></div>
<div><font color=3D"#000000">This seminar will take place in room 691,
Institute of Education, 20 Bedford Way, London WC1H OAL</font> from
5pm to 7pm.</div>
<div><br></div>
</body>
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