School of Mathematics

13.30 - 14.30

Jayne Stansfield (Bath Spa University, Association of Teachers of Mathematics)
"6th Form Teaching using Rich Starting Points"
Universities and employers want mathematicians who can think mathematically and apply their knowledge and understanding to unfamiliar problems. At A-level, time is short and Mathematics content high. Embedding the use of Rich Starting Points encourages the sought after problem solving skills, making Mathematics fun, and the content to be covered in the time available! Be prepared to engage in some mathematical thinking yourselves during this session.

14.30 - 15.00

Tea/Coffee

15.00 - 16.00

Ruth Holland and Jane West (School of Mathematics, University of Leeds)
"Active A-level"
A session that explores interactive resources and approaches for engaging students in A-level mathematical learning.

16.00 - 17.00

Duncan Borman (Department of Civil Engineering, University of Leeds)
"More Maths, Mechanics and Modelling (Mmmm!)"
In Science and Engineering our need (ability) to mathematically model a real problem or process is common - but the capacity for someone to apply both simple and complex mathematical concepts to a real problem takes time and experience. It requires students to simplify a problem, select the essential components and then crucially make valid assumptions - and this is all before the process of 'solving the model' even begins!
Not surprisingly, the process of modelling can be challenging to students, as it takes a lot of time and practice to gain the confidence needed to apply their mathematical toolbox of skills to something real that is not as well-defined.
At the University of Leeds (School of Engineering, Physics and Chemistry) we have recently made modifications to our level 1 courses by introducing modelling workshops to support students in gaining experience and expertise at constructing and developing 'useful' models. Newtonian Mechanics is a topic area that provides an ideal opportunity to develop the modelling skills that we're striving to instil in our students/graduates - and an area where our students have already begun (through A-level, etc.) to use the 'modelling skills' that we aim to develop further.
The session will give some examples of the activities introduced at Leeds and will provide a forum to share ideas and resources that others have found valuable, as well as an opportunity to discuss the sorts of mathematical skills that University Science and Engineering Schools are often looking for in applicants.