Engaging with maths online - teaching mathematics collaboratively and inclusively through a pandemic and beyond

This case study details several concrete approaches to integrating the use of student-loaned iPads in the teaching of mathematics in Higher Education. Although there is a scarcity of rigorous studies into the efficacy of tablet devices for improved educational outcomes, previous case studies have argued that tablet devices, if used, should be integrated into the whole learning experience. The mathematics teaching team at Middlesex University have developed an inclusive digital pedagogy over the last five years that enabled us to effectively respond to the remote teaching imposed by the Covid-19 pandemic by loaning iPads to all students on specialist mathematics programmes. As we begin the return to campus we continue to integrate these devices into our teaching to address the observed “digital divide” in Generation-Z students which is characterised not by access to smart devices but by the digital skills to use them as effective learning tools. This is particularly relevant at Middlesex University which is disproportionately affected by digital poverty amongst its student population. We discuss the use of virtual whiteboard apps, the necessity of handwritten mathematics, the rich integration of multimedia content, persistent collaborative “problem solving spaces”, and how a common hardware platform allows for varied and equitable inclusive assessment. We also report the results of students’ surveys of iPad use during the remote-only 2020-21 academic year

Revising the role of the history of mathematics in post-pandemic world

In this short philosophical and discursive paper, the main objective is to reassess a new emergent role of the history of mathematics in order to bring about greater diversity and engagement in the mathematical sciences. The discussion is based around the project undertaken at a North London university and their partner pre-university college, which piloted the larger national project in the UK in the local context. The success of the project, it is further suggested, would greatly benefit from a framework in which the history of mathematics as a humanistic discipline is closely related to viewing mathematics as a virtuous practice. We also include a short summary about the lives and careers of two Serbian mathematicians, Judita Cofman, and Milica Ilić-Dajović, to showcase how learning about the ways in which marginalisation takes place can help students position themselves and contextualise their priorities as they enter the professional mathematics landscape

Impacts of climate change on dissolved oxygen concentration relevant to the coastal and marine environment around the UK

The decline in dissolved oxygen and onset of oxygen deficiency and hypoxia are naturally occurring phenomenon in aquatic environments, typically occurring on seasonal timescales. Over decadal timescales, there has been a measurable decline in dissolved oxygen concentrations in the global ocean due to warming caused by anthropogenic activity. Approximately 15% of the global decline in oxygen has been attributed to reduced solubility in response to ocean warming, with the remaining 85% due to intensified stratification. The relative contribution of these factors in coastal and shelf-sea waters is currently unknown. In UK waters, sustained observations in the North Sea reveal the recent onset of oxygen deficiency in late summer, partially due to ocean warming. Models designed to represent coastal and shelf sea processes suggest there are large parts of the Celtic Sea, English Channel and Irish Sea that are prone to oxygen deficiency, but data is too sparse in time and space to support these findings. In addition, the ability of models to accurately represent oxygen dynamics is still under debate due to correct representation of physical and biological processes within models. Physical processes play a key role in the development of oxygen deficient regions and thus understanding how oxygen concentrations will respond to climate change requires a coupled physical and biogeochemical approach

Immediate replacement of fishing with dairying by the earliest farmers of the NE Atlantic archipelagos

The appearance of farming, from its inception in the Near East around 12 000 years ago, finally reached the northwestern extremes of Europe by the fourth millennium BC or shortly thereafter. Various models have been invoked to explain the Neolithization of northern Europe; however, resolving these different scenarios has proved problematic due to poor faunal preservation and the lack of specificity achievable for commonly applied proxies. Here, we present new multi-proxy evidence, which qualitatively and quantitatively maps subsistence change in the northeast Atlantic archipelagos from the Late Mesolithic into the Neolithic and beyond. A model involving significant retention of hunter–gatherer–fisher influences was tested against one of the dominant adoptions of farming using a novel suite of lipid biomarkers, including dihydroxy fatty acids, ω-(o-alkylphenyl)alkanoic acids and stable carbon isotope signatures of individual fatty acids preserved in cooking vessels. These new findings, together with archaeozoological and human skeletal collagen bulk stable carbon isotope proxies, unequivocally confirm rejection of marine resources by early farmers coinciding with the adoption of intensive dairy farming. This pattern of Neolithization contrasts markedly to that occurring contemporaneously in the Baltic, suggesting that geographically distinct ecological and cultural influences dictated the evolution of subsistence practices at this critical phase of European prehistory

Isotopic analysis of faunal material from South Uist, Western Isles, Scotland

This paper reports on the results from stable isotope analysis of faunal bone collagen from a number of Iron Age and later sites on the island of South Uist, in the Western Isles, Scotland. This preliminary investigation into the isotopic signatures of the fauna is part of a larger project to model the interaction between humans, animals, and the broader environment in the Western Isles. The results demonstrate that the island fauna data fall within the range of expected results for the UK, with the terrestrial herbivorous diets of cattle and sheep confi rmed. The isotopic composition for pigs suggests that some of these animals had an omnivorous diet, whilst a single red deer value might be suggestive of the consumption of marine foods, such as by grazing on seaweed. However, further analysis is needed in order to verify this anomalous isotopic ratio

The First Detailed Abundances for M giants in Baade's Window from Infrared Spectroscopy

We report the first abundance analysis of 14 M giant stars in the Galactic bulge, based on R=25,000 infrared spectroscopy (1.5-1.8um) using NIRSPEC at the Keck II telescope. Because some of the bulge M giants reach high luminosities and have very late spectral type, it has been suggested that they are the progeny of only the most metal rich bulge stars, or possibly members of a younger bulge population. We find the iron abundance and composition of the M giants are similar to those of the K giants that have abundances determined from optical high resolution spectroscopy: =-0.190 +/- 0.020 with a 1-sigma dispersion of 0.08 +/- 0.015. Comparing our bulge M giants to a control sample of local disk M giants in the Solar vicinity, we find the bulge stars are enhanced in alpha elements at the level of +0.3 dex relative to the Solar composition stars, consistent with other studies of bulge globular clusters and field stars. This small sample shows no dependence of spectral type on metallicity, nor is there any indication that the M giants are the evolved members of a subset of the bulge population endowed with special characteristics such as relative youth or high metallicity. We also find low 12C/13C < 10, confirming the prsence of extra-mixing processes during the red gaint phase of evolutionComment: 19 pages, 7 figures, accepted for publication in the Astrophysical Journa

Personalised Learning with Digital Technologies at Home and School: Where is Children’s Agency?

This chapter explores children’s agency in using mobile technologies at home and in school. Supporting children’s agency has been offered as a rationale for adopting personalised education worldwide. Children’s agency is also drawn upon as a justification for children’s use of personal mobile devices. This chapter considers children’s agency in light of the personalised education in one UK primary school and the children’s use of mobile technologies at school and at home. The findings are based on eight days of observations of classroom practice and interviews with six case study children in the Year 6 classroom. In sessions that were supported with mobile technologies, children’s learning was personalised to each child, but constrained by the amount of time that the activity lasted and that the technology was available for. Based on children’s accounts, their use of mobile technologies at home was constrained by their parents’ restrictions and monitoring practices. The chapter discusses the reality of children’s agency in light of adults’ mediation and children’s actual experiences of personalised learning

Promoting proactive bystander responses to racism and racial discrimination in primary schools: a mixed methods evaluation of the ‘Speak Out Against Racism’ program pilot

BackgroundRacism and racial discrimination are fundamental causes and determinants of health and health inequalities globally, with children and adolescents particularly vulnerable. Racial discrimination is a common stressor in the lives of many children and adolescents, with growing evidence of negative associations between racial discrimination and multiple domains of child and adolescent health. Addressing racism and racial discrimination must be core public health priorities, even more so among children and young people. Schools are key settings in the lives of children and adolescents and become increasingly more important to identity formation. School communities, teachers and peers greatly influence children and adolescents' beliefs about race and difference. Schools are therefore key sites for the delivery of population-based programs to reduce racism and promote proactive bystander behaviour and healthy resistance to racism among all children and adolescents as well as among the adults.MethodsThis study examines the feasibility and acceptability of the 'Speak Out Against Racism (SOAR)' program, a whole of school, multi-level, multi-strategy program that aimed to promote effective bystander responses to racism and racial discrimination in primary schools. A mixed-methods, quasi-experimental design was used. Students in Years 5 and 6 (10-12 years) across six schools completed surveys pre- and post- intervention (N = 645; 52% female; 6% Indigenous, 10% Middle Eastern, African, Latinx or Pacific Islander, 21% Asian, 52% Anglo/European). Focus groups with students and interviews with staff collected qualitative data about their experiences of the program and their views about the program's perceived need, implementation, impacts and suggested improvements.ResultsQuantitative data showed student prosocial skills and teacher inter-racial climate improved in intervention schools compared to comparison schools. Qualitative data highlighted teacher attitudinal and behaviour change regarding racism, and student reduced interpersonal racial discrimination, improved peer prosocial norms, commitment to anti-racism, knowledge of proactive bystander responses and confidence and self-efficacy to intervene to address racism.ConclusionsThis study provides quantitative evidence of the potential of the SOAR program to improve the prosocial skills of students and their perceptions of the inter-racial school climate provided by their teachers. This program also provided qualitative evidence of the potential to promote teacher and student attitudinal and behavioural change. Further refinement and testing of the program in a large scale implementation trial is recommended

创新教学报告2015 —探索教学、学习与评价的新形式 [Innovating Pedagogy 2015]

本报告提出了在教学应用方面呈现端倪的“十大创新教学法”，包括跨界学习、论证学习、随机 学习、基于情境的学习、计算思维、利用远程实验室在科学实验中学习、具身学习、适应性教学、情绪分析 和隐性评价，预期这些方法有可能在教育实践中，尤其是在学校后继续教育中引发重大变革