Mathematical Sciences Department Research Articles

Welcome days: A step forward for the student community

Student community is one of the key contributors towards student satisfaction. In 2022–2023 the Department of Mathematical Sciences, University of Liverpool, held re-designed welcome day(s) for the new undergraduate students in order to boost student engagement. In this article we reflect on our academic practice based on this project. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Aristotle’s Μετεωρολογικά: Meteorology Then and Now by Anastasios A. Tsonis and Christos Zerefos

Aristotle’s Meteorologica is one of the least studied of Aristotle’s major works, and scholars who do study it often concentrate on its logical and theoretical aspects rather than on the empirical science contained in it. The two authors of this study are professional meteorologists from Greece: Anastasios Tsonis, emeritus distinguished professor in the Department of Mathematical Sciences at the University of Wisconsin-Milwaukee, and Christos Zerefos, head of the Research Centre for Atmospheric Physics and Climatology at the Academy of Athens and professor of atmospheric physics at the Universities of Athens and Thessaloniki. They are interested in Aristotle’s work as a contribution to science and not just as an essay in the logic of scientific inquiry. This book thus fills a gap in the resources available for the study of Aristotle’s Meteorologica. I shall provide an overview of the book and then offer a critical assessment of it.

Promoting Women in Mathematics through Creating a Learning Community and Encouraging Double Majors

The Mathematical Sciences Department at Shenandoah University focused on increasing the participation of women in the mathematics program by fostering a welcoming learning community and promoting double majors. Data from the past decade is presented. During this time, the program saw an increase in women undergraduate mathematics majors from 11% to as high as 71%. This paper describes the initiatives taken to make these changes.

Influence of Collaborative Learning on the Conceptualization of Ideas, Application of Acquired Ideas, and Academic Performance of Undergraduates

An active engagement involving undergraduates working together to solve problems is unrestrained nowadays. This study presents the influence of collaborative learning on the first two cognitive components of critical thinking (i.e. conceptualization of ideas and application of acquired ideas) and the academic performance of undergraduates in three Departments at the Federal University of Technology Akure (FUTA), Nigeria. A reliable and valid instrument was developed and presented in this report to measure the first two cognitive components of critical thinking (CT), a major innovation agent. A random selection of 318 students from the Departments of Mathematical Sciences, Computer Science and Statistics were considered to respond to the instrument. Kruskal-Wallis H test, Independent t-test, and One-way Analysis of Variance (ANOVA) were adopted to analyse information extracted from the questionnaires. It is worth concluding that male students applied acquired ideas/knowledge more than their female counterparts. In contrast, their ability to conceptualize ideas and academic performance is the same. Better ability to apply acquired ideas and improvement in the academic performance of the undergraduates are guaranteed at average participation in collaborative learning.

A Mathematics Pipeline to Student Success in Data Analytics through Course-Based Undergraduate Research

This paper reports on Data Analytics Research (DAR), a course-based undergraduate research experience (CURE) in which undergraduate students conduct data analysis research on open real- world problems for industry, university, and community clients. We describe how DAR, offered by the Mathematical Sciences Department at Rensselaer Polytechnic Institute (RPI), is an essential part of an early low-barrier pipeline into data analytics studies and careers for diverse students. Students first take a foundational course, typically Introduction to Data Mathematics, that teaches linear algebra, data analytics, and R programming simultaneously using a project-based learning (PBL) approach. Then in DAR, students work in teams on open applied data analytics research problems provided by the clients. We describe the DAR organization which is inspired in part by agile software development practices. Students meet for coaching sessions with instructors multiple times a week and present to clients frequently. In a fully remote format during the pandemic, the students continued to be highly successful and engaged in COVID-19 research producing significant results as indicated by deployed online applications, refereed papers, and conference presentations. Formal evaluation shows that the pipeline of the single on-ramp course followed by DAR addressing real-world problems with societal benefits is highly effective at developing students' data analytics skills, advancing creative problem solvers who can work both independently and in teams, and attracting students to further studies and careers in data science.

University Mathematics Assessment Practices During the Covid-19 Pandemic

In response to the global Covid-19 pandemic departments of mathematical sciences within the UK and Ireland needed to adapt their teaching approaches and methodologies from March 2020 to incorporate not only government social distancing requirements, but also periods of national lockdown and the fact that students were necessarily studying online. In planning for the many different and possible scenarios, universities implemented a range of emergency measures and regulation changes to provide frameworks for adapting teaching, learning and assessment approaches, and at a subject level, departments also needed to correspondingly respond to specific disciplinary needs. Here we specifically consider the changes made by mathematical sciences departments to their assessment practices in the period from March 2020 until January 2021 and their proposed adjustments for the remainder of the 2020/21 academic year. We found that departments were using a range of different approaches regarding the release of their assessments and this paper considers the implications of each for future practice. In particular we identified a concerning issue that emerged across a number of departments in relation to academic misconduct that will now require a community-wide approach if open-book online assessments are to prove a valid, reliable and fair method of assessment in the longer-term.

PREFACE : International Conference Advanced in Applied Mathematics (ICAAM 2021)

The Firts International Conference Advanced in Applied Mathematics (ICAAM 2021) was held on March 31, 2021 via Indonesian Journal Publisher Zoom Webinar (online) due to pandemic. ICAAM 2021 aims to bring together leading academic and industry researchers, scientists, engineers, and practitioners to exchange the latest research ideas, methods, results, and share experiences, on all theoretical, experimental, and applied aspects of the field of mathematics. ICAAM 2021 will provide a unique interdisciplinary and multidisciplinary forum for researchers, practitioners, and educators to present and discuss innovations, trends, practical challenges faced, and smart solutions adopted in the field of Mathematics.At this conference, there are research papers conducted by several researchers from various institutions and universities, which were presented in parallel oral session. Besides, the committee also invited three keynote speakers, they are Prof. Madya, Dr Sharidan Bin Shafie from Department of Mathematical Sciences, Faculty of Science, Universiti Teknologi Malaysia, Prof. Sugiyarto Surono, PhD from Head of the PSDS Lab Center for Science Data Studies, Mathematics Study Program, FAST Universitas Ahmad Dahlan, and Dr. Muhammad Qasim from Department of Mathematics COMSATS University Islamabad Pakistan.List of Committee and Peer Review Declaration are available in the pdf

Merging Invitational Theory with Mathematics Education

Two faculty members in the department of mathematical sciences at a four-year university,with teacher-education experience, presented a workshop for in-service elementaryand middle-school teachers. The intention was to address affective aspects of teachingincluding: teacher efficacy, learning styles, cognitive dissonance, relaxation, and beliefsas they influence behavior in order to motivate reflection and change. The goal of theworkshop was to enhance the professional and personal development of the participants.The outline and implementation of the workshop were consistent with major tenets ofInvitational Theory and with NCTM’s 2000 Principles and Standards for School Mathematics.The intent of this paper is to suggest that educators reflect upon the teacher educationprogram at their university and offer similar workshops.

ON DEMAND: Graduate Assistants supporting active learning in graduate classrooms

Starting in Fall 2020, the Department of Mathematical Sciences initiated a program to expand and build on our Learning Assistant Program (previously only for undergraduate classes) to our core graduate classes as well. This new initiative titled Graduate Learning Assistants (GLAs) consists of a cohort of graduate students that have advanced to PhD candidacy working with graduate students who are taking core courses, to facilitate their learning individually or in small groups. By aiding in active learning within the course and running review sessions for the PhD preliminary exams (both done in a synchronous online format), GLAs promote student discourse and help students develop a deeper understanding of the foundational concepts and connections inherent in the course content they are learning. Since the material of graduate courses is at a very different level from the large undergraduate classes, the method of presentation and interaction is necessarily quite different. In this presentation, the GLAs will explain the pros and cons, what works and what does not, for peer mentoring of graduate students in taking graduate courses and preparing for their PhD prelims. Faculty organizers will also be involved to answer questions about how the program was established and implemented. We hope that this new GLA initiative can serve as a model to enhance and strengthen PhD programs in other disciplines.

Establishment of data-driven statistical tourism science and demonstration of its effectiveness

Tourism is an invaluable industry for many countries for many reasons, including the jobs and incomes it provides and the benefits to the economy. Tourism is of particular importance in Japan where the country is working towards a national growth strategy. Measures implemented by the Japanese Government to promote tourism have seen success in this area but the Covid-19 pandemic has presented challenges. Professor Hiroshi Tsuda, Department of Mathematical Sciences, Doshisha University, Japan, is working on research surrounding the establishment of data-driven statistical tourism science and the demonstration of its effectiveness in order to overcome these challenges. The goal of his current work is to help tourist destinations, tourist facilities and lodging facilities to achieve management sustainability, ultimately sustainably revitalising Japan's tourism industry. The innovative methodologies that Tsuda and the team are using in their work are big data analytical methods combined with explainable artificial intelligence (XAI) technology. XAI technology is an AI programmed to explain its decision-making process in a way that can be understood by humans, thereby ensuring the decision-making process is fair. Using XAI technology, the team will develop a tourist support system that can make valuable predictions. The researchers are also facilitating the creation of a new field called 'human and design social science', which could prove beneficial in policy and management science.

Teaching TRIOs: Using Peer Observation to Initiate Department Change

ABSTRACT An important step to achieving a sustainable department culture that encourages innovation in teaching is the alleviation of the isolation that teaching faculty experience. Decreasing this isolation should be accomplished in a manner that respects all instructors’ classroom practices while simultaneously exposing faculty to new ideas. In this article, we describe the initial design and evolution of Teaching TRIOs — a Time-sensitive, Reciprocal, Inclusive, and Operative process of peer observation intended to respect all teaching practice while promoting a culture of sharing, dialogue, and innovation in the Department of Mathematical Sciences at Middle Tennessee State University.

Preface

The International Conference On Basic Sciences is an annual event organized by the Faculty of Mathematics and Natural Sciences. It is a series of events the 21st Anniversary of the Faculty of Mathematics and Natural Sciences. The theme of international seminar “The Contributions of Mathematics and Natural Sciences to Prepare Human Resources in Competing into Industry 4.0”.The International Conference was attended by fourth Keynote speakers namely: Prof. Dr. Rajan Jose (Material Technology, Faculty of Industrial Sciences and Technology, Universiti Malaysia Pahang, Malaysia), Dr. Suhartono, S.Sc., M.Sc (Economic, Financial and Actuarial Statistics, ITS), Prof. Guisheng Zhai, PhD (Department of Mathematical Sciences, Shibaura Institute of Technology), and Associate Professor Dr. Vudhichai Parasuk (Theoretical Chemistry; Modeling of homogenous and heterogenous catalysts; Modeling of novel materials).The articles presented at this seminar cover the four fields of Mathematics and Statistics, Chemistry, Biology, and Physics and their applications. Hopefully it can be used as a reference for other researches.Ambon, December 20, 2019Seminar Committee

Approaches to feedback in the mathematical sciences: just what do students really think?

AbstractAssessment and feedback is an area where mathematical sciences departments have invested significant effort in recent times. Particular challenges have been identified relating to timely and detailed feedback, both of which are important given the widespread use of formative, and typically weekly, problem sheet assessments to aid and structure the mathematical development of learners. Here, we report on a first cycle of action research, linked to the implementation of a revised curriculum in a large UK research-intensive mathematical sciences department, which was designed to enhance the feedback received by students and their subsequent engagement with it. Whilst we draw upon the results of a survey of 74 undergraduate students, we also describe the pilot of a method for providing video-based marking and feedback. Our results show the importance that students within the mathematical sciences place upon feedback as part of their learning experience, but also that amongst those undergraduates surveyed, there was no clear consensus as to whether they had received sufficient feedback upon their work. The findings reinforce the need for students themselves to engage with their mathematical feedback in a meaningful way, and significantly they indicate that the feedback perceived as most valuable involves opportunities to engage in dialogue about their work with either their peers, postgraduate teaching assistants or academic members of staff. As such, the emphasis that departments place upon providing ‘detailed written comments’ on formative work appears not to be valid, and instead more ‘dialogical’ or ‘interactive’ mechanisms for providing feedback in mathematics may have the potential to yield more effective results.

Preface: Nonlinear waves in fluids in honor of Roger Grimshaw on the occasion of his 80th birthday: Part II

Studies in Applied MathematicsVolume 142, Issue 4 p. 417-418 SPECIAL ISSUE Preface: Nonlinear waves in fluids in honor of Roger Grimshaw on the occasion of his 80th birthday: Part II Karima R. Khusnutdinova, Karima R. Khusnutdinova orcid.org/0000-0002-9201-9694 Department of Mathematical Sciences, Loughborough UniversitySearch for more papers by this authorDmitry E. Pelinovsky, Corresponding Author Dmitry E. Pelinovsky dmpeli@math.mcmaster.ca orcid.org/0000-0001-5812-440X Department of Mathematics and Statistics, McMaster University Correspondence Dmitry E. Pelinovsky, Department of Mathematics and Statistics, McMaster University, Hamilton, Ontario, Canada, L8S 4K1. Email: dmpeli@math.mcmaster.caSearch for more papers by this author Karima R. Khusnutdinova, Karima R. Khusnutdinova orcid.org/0000-0002-9201-9694 Department of Mathematical Sciences, Loughborough UniversitySearch for more papers by this authorDmitry E. Pelinovsky, Corresponding Author Dmitry E. Pelinovsky dmpeli@math.mcmaster.ca orcid.org/0000-0001-5812-440X Department of Mathematics and Statistics, McMaster University Correspondence Dmitry E. Pelinovsky, Department of Mathematics and Statistics, McMaster University, Hamilton, Ontario, Canada, L8S 4K1. Email: dmpeli@math.mcmaster.caSearch for more papers by this author First published: 23 April 2019 https://doi.org/10.1111/sapm.12267Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume142, Issue4Special Issue: Nonlinear Waves in Fluids: in Honor of Roger Grimshaw on the Occasion of his 80th Birthday, Part IIMay 2019Pages 417-418 RelatedInformation

Design of Automated Departmental Lecture Timetable System

A lecture timetable is a tabular list showing the times which a particular lecture is scheduled to hold and the venue in each day of the week. Its content includes the course code for each course, the coded lecture venue, and the time for each lecture. A lecture timetable is designed every semester. In this era of technological advancement, virtually every aspect of human enterprise has been automated (the use of machines especially computers instead of human to accomplish a task). Now students can pay their school fee, register their courses and even check their results on the internet. This is the drive that gave birth to this research work: the design of an automated lecture timetable for the department of mathematical sciences, Kogi State University Anyigba. The project presents the automated design of lecture timetable. The principle of operation is simple and employs the use of computer technology. A program is written in Visual Basic which produces the output in an error free tabular form displaying the courses/venues for each particular lecture schedule.

A rigorous computational approach to linear response**This work was mainly conducted during a visit of SG to Loughborough University. WB and SG would like to thank The Leverhulme Trust for supporting mutual research visits through the Network Grant IN-2014-021. SG thanks the Department of Mathematical Sciences at Loughborough University for hospitality. WB thanks Dipartimento di Matematica, Universita di Pisa. The

We present a general setting in which the formula describing the linear response of the physical measure of a perturbed system can be obtained. In this general setting we obtain an algorithm to rigorously compute the linear response. We apply our results to expanding circle maps. In particular, we present examples where we compute, up to a pre-specified error in the -norm, the response of expanding circle maps under stochastic and deterministic perturbations. Moreover, we present an example where we compute, up to a pre-specified error in the L1-norm, the response of the intermittent family at the boundary; i.e. when the unperturbed system is the doubling map.

Gender difference, self-efficacy, active learning strategies and academic achievement of undergraduate students in the Department of Mathematical Sciences, Federal University of Technology, Akure, Nigeria

For the development of an outstanding thinking and reasoning skills, it becomes necessary to acquire a deep understanding of some factors influencing the academic performance of undergraduate students in the Department of Mathematical Sciences, The Federal University of Technology, Akure, Nigeria and also in other universities in the world. In this article, gender, the likeness of mathematics courses, offering of further mathematics in secondary school, self-efficacy, active learning strategies, and academic performance of randomly selected 290 students from the population is presented and investigated statistically. Independent t-test, one-way analysis of variance, and nonparametric Kruskal-Wallis packages on SPSS were used to analyse the extracted data from questionnaires. Students in the Department of Mathematical Sciences FUTA with a high level of likeness in mathematics possess high self-efficacy, and active learning strategies. An outstanding academic performance of these students is guaranteed. Male and female students possess almost equal self-efficacy and active learning strategies.

Gender difference, self-efficacy, active learning strategies and academic achievement of undergraduate students in the Department of Mathematical Sciences, Federal University of Technology, Akure, Nigeria

Gender difference, self-efficacy, active learning strategies and academic achievement of undergraduate students in the Department of Mathematical Sciences, Federal University of Technology, Akure, Nigeria

Rethinking the final year project report: cutting out the waffle

All final year students in the Department of Mathematical Sciences at the University of Greenwich undertake either a weekly placement or the research methods and project module. The assessment for the project module is made up of a group project, followed by an individual project. In 2012 the University’s academic calendar and term structure was changed following recommendations during the UG-Flex project, which advocated the flexibility of a trimester calendar (JISC, 2012). This resulted in the research methods and project students having a significantly shorter period of time to write up their research. As a result, the individual project assessment was redesigned to incorporate a seven-page, ‘research paper’ style report, cognate to journal articles that students necessarily encounter as part of their research. This paper describes the format of the new report, and discusses findings and feedback from academic staff. In particular, external examiners have commented very favourably on this format and think other HEIs might benefit from adopting a similar approach to project reports.

Application of Tanh Method to Complex Coupled Nonlinear Evolution Equations

M.A. Abdelkawy, A.H. Bhrawy, E. Zerrad and A. Biswas Department of Mathematics and Statistics, College of Science, Al-Imam Mohammad Ibn Saud Islamic University, Riyadh-11566, Saudi Arabia Department of Mathematics, Faculty of Science, Beni-Suef University, Beni-Suef, Egypt Department of Physics and Engineering, Delaware State University, Dover, DE 19901-2277, USA Department of Mathematical Sciences, Delaware State University, Dover, DE 19901-2277, USA Department of Mathematics, Faculty of Science, King Abdulaziz University, Jeddah-21589, Saudi Arabia