Conferences and seminars

Conferences and seminars

2016

The Mathematical Association of Victoria (MAV) Conference

Associate Professor Robyn Pierce attended the MAV annual conference held at La Trobe University in Bundoora, Victoria (December 1 – December 2, 2016).

Robyn's presentation was titled "Symbol sense: from school to university". In this well-received talk, a synopsis of the project and findings to date were conveyed, with a focus on appropriate examples of student difficulties with symbols, followed by a discussion of the implications of this to teaching and learning and some practical ideas for teachers to take away to the classroom.

A copy of the presentation is available upon request to the Project Manager.

International Congress on Mathematics Education (ICME) Conference

Dr Caroline Bardini attended the ICME conference in Hamburg, Germany (July 24 – July 31, 2016).

Caroline's presentation was titled "Déjà vu in mathematics: What does it look like?".

Abstract: Analysis of mathematical notations must consider both syntactical aspects of symbols and the underpinning mathematical concept(s) conveyed. We present here the construct of 'syntax template' as a theoretical framework for analysing students' written responses to mathematics problems. We give an illustrative example of symbol-related errors and lack of attention to symbolic structure from a pilot study of a 3-year project on students' understanding and use of mathematical notation.

First Year in Maths Workshop 4: Evaluating Learning and Teaching

Dr Caroline Bardini and Associate Professor Robyn Pierce attended the FYIMaths workshop held at the University of Melbourne (July 11 - July 12, 2016).

Caroline's presentation was of the project findings to date and was based on combined data from three Universities.

Monash University Seminar: Dr Carolyn Bardini and Dr Jill Vincent

Presenting the findings of the Semester 1 2016 student survey data (June 24, 2016).

Indrum 2016 First Conference of the International Network for Didactic Research in University Mathematics

Dr Caroline Bardini attended as an invited speaker at the plenary panel session, held at the University of Montpellier, France (March 31 - April 2, 2016).

Indrum 2016 is the first in a series of biennial conferences on mathematics education in higher education.

2015

MGSE Seminar: Dr Caroline Bardini

Do university students mean what they write and write what they mean? (October 6, 2015).

Australian Mathematical Society (AustMS) Conference

Dr Caroline Bardini attended the Adelaide conference of AustMS (September 28 - October 1, 2015) and presented on the topic Symbols: do university students mean what they write and write what they mean?

Abstract: Analysis of mathematical notations must consider both syntactical aspects of symbols and the underpinning mathematical concept(s) conveyed. We argue that the construct of 'syntax template' provides a theoretical framework for analysing undergraduate mathematics students' written solutions, where we have identified several types of symbol-related errors and lack of attention to symbolic structure. A focus on syntax templates may address this issue of an under-developed symbol sense of many tertiary mathematics students.

Psychology of Mathematics Education (PME) Conference

Dr Caroline Bardini, Dr Robyn Pierce and Dr Helen Chick attended the PME Conference in Hobart (July 13 - July 18, 2015).

Caroline's presentation was titled The reader and the writer perspectives or the subtleties of symbolic literacy.

Abstract: This paper draws on a larger study (Bardini, 2003) where epistemology is envisaged as a complementary tool for didactic analyses of students' use and understanding of algebra. We will focus on one particular epistemological idea explored in our work namely 'the author and the reader' perspectives (Serfati, 2005), here referred to as 'the reader and the writer' perspectives. We will describe the potentials offered by such an epistemological lens when it comes to better understanding what underlies the construct of algebraic expressions and highlighting the multiple facets that constitute what we may call 'symbolic literacy'. As a practical implication, we will show how the epistemological framework provides a fine-grained tool for selecting and devising appropriate tasks aimed at assessing students' symbolic literacy.

Mathematics Education Research Group of Australasia (MERGA) Conference

Dr Robyn Pierce and Dr Helen Chick attended the MERGA conference on the Sunshine Coast (June 28 - July 2, 2015).

Robyn's presentation, Contemplating symbolic literacy in first year mathematics students, provided an overview of the research construct of 'syntax template'.

Abstract: Analysis of mathematical notations must consider both syntactical aspects of symbols and the underpinning mathematical concept(s) conveyed. We argue that the construct of syntax template provides a theoretical framework to analyse undergraduate mathematics students' written solutions, where we have identified several types of symbol-related errors. A focus on syntax templates may address the under-developed symbol sense of many tertiary mathematics students, resulting in greater mathematics success, and with the potential to improve retention rates in mathematics.