0x010088F6312065A70A44B630A6848498EAD80093CFEAFE161DC94D83C7C5C9A5A748B8

The administration could re-assess the role of teaching/student assistants in the course: (a) It can be beneficial to have at least some student assistants’ contracts extended until (or maybe even beyond) the exam to have more flexibility with respect to exam-preparation courses and/or tidying-up the lecture material of the semester. There was no need to implement this this semester, as the teaching assistants took care of the exercises the last two weeks of the semester. Maybe one student or teaching assistant could be made responsible for a «plenumsregning» over the entire semester instead of offering several parallel (poorly demanded) exercises. We did not offer a "plenumsregning", but agree that this would be a good option for the next semester while simultaneously reducing the number of exercise sessions, which were also poorly used by the students this year. The course responsible could also consider changing the recommended book (already implemented in the course description as of Nov 2022). We have still used the previous book, but will mention the new book as a recommendation next semester. The course coordinator is currently (Jan 2023) working with the course coordinator for next year (spring 2023) on the preparation of more consistent and more easily re-usable material for the exercises and lectures. This includes (i) a database of (LaTeX-) exercises curated in different languages (bokmål, nynorsk, English) for quicker communication with student assistants and (ii) preparing some lecture videos on the “standard content” in the course. A database has been established by Markus Köbis, and in total 19 lecture videos have been prepared and made available for the students. In the longer term, it could moreover be evaluated, to what extend it makes sense to split the course entirely to account for the students’ inhomogeneity in the course (w.r.t. study program, earlier experiences, academic age, and internationality); in that respect the course language (this semester Norwegian with English book and extra materials) could be questioned as well. I agree that splitting the course makes sense, and, if the resources are available, should be implemented in the future. It makes sense to commit to one language for the book/videos/lectures. The course this semester was given in English, and since the lecture videos are also available in English.

For this course, I decided to prepare lecture videos to explain the theoretical basics that we were discussing each week. One, more traditional, in-person lecture was given each week to follow up on questions from the video and practice on practical problems. I received positive feedback from the students, since they could watch the videos whenever their time allowed, and still had the opportunity to meet during the in-person lecture and ask questions/discuss with the other students. Some students did not have the possibility to attend the in-person lectures, which was not ideal for them, as they had to study mainly from videos and lecture notes from the live lectures. The planning of the time slots for lectures should definitely be improved next year, although I understand that this is difficult if students from various study programs attend. This is one more point for splitting the course (see above).

NTNU:TIA:REST

Institutt for matematiske fag

Department of Mathematical Sciences

Ingen trykte eller håndskrevne hjelpemidler tillatt. Bestemt, enkel kalkulator tillatt.

Mer om vurdering

For mer informasjon om vurdering, se «Læringsformer og aktiviteter».

Anbefalte forkunnskaper

Undervisningen bygger på matematikkunnskaper tilsvarende MA0001 Brukerkurs i matematikk A.

Link til informasjon om emnet

Faglig innhold

Emnet skal, sammen med MA0001, gi tilstrekkelige kunnskaper og ferdigheter i matematikk for studenter som har tenkt å fortsette med mindre matematikkrevende fag. Det skal også gjøre en i stand til å fortsette med matematikkemner som bygger på MA1101 Grunnkurs i analyse I, og med noe egeninnsats gjøre en i stand til å fortsette med emner som bygger på MA1102 Grunnkurs i analyse II. Emnet omfatter funksjoner av flere variable, partielle deriverte, lineær approksimasjon, komplekse tall, lineære likningssystemer, matriser, egenverdier, differensiallikninger og system av differensiallikninger.

Kursmateriell

Læringsutbytte

1. Studenten har grunnleggende kunnskaper om lineær algebra, differensialligninger og matematisk analyse av funksjoner av flere variable.2. Ferdigheter. Studenten er i stand til å anvende sine kunnskaper om lineæralgebra, differensiallikninger og funksjoner av flere variable til å løse enkle matematiske og naturvitenskapelige problemer.

Læringsformer og aktiviteter

Forelesning og øvingsoppgaver. Karakter basert på avsluttende skriftlig eksamen. Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen.

Øvinger

Brukerkurs i matematikk B

Matematikk

Biologi - bachelorstudium

Lektorutdanning i realfag for trinn 8 – 13

Kjemi - bachelorstudium

Geologi - bachelorstudium

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(22655)/FieldValuesAsText

Status and implementation of measures described in the last action plan:There does neither exist an action plan to last year’s course nor to the one from the year before. (Maybe due to giving responsibility over this course to stipend holders several years in a row who cannot follow up on the action plan)   From earlier reference group reports, there were (i) wishes to establish a discussion forum where the students can be anonymous (implemented in form of “digital mattelab”), (ii) using fewer platforms for digital lecturing (implemented: Zoom all the time, Wiki+Blackboard was a compromise, see above), (iii) using more applied examples (tried within the constraints of the course plan), (iv) changing the order of the course’s content to be more “natural” and not just “follow the book” (implemented but appeared likewise “not normal” to some students who expected to just follow the book), (v) allowing for GeoGebra in the exam (naturally given for the digital-home-exam situation; we offered several GeoGebra-arks that assist certain «standard tasks» in the course alongside further “recipe solutions” on a «formelark».)  Action plan. Measures with responsibilities to follow up and deadline for completion of such: The administration could re-assess the role of teaching/student assistants in the course: (a) It can be beneficial to have at least some student assistants’ contracts extended until (or maybe even beyond) the exam to have more flexibility with respect to exam-preparation courses and/or tidying-up the lecture material of the semester. (no deadline)Maybe one student or teaching assistant could be made responsible for a «plenumsregning» over the entire semester instead of offering several parallel (poorly demanded) exercises. (no deadline)The course responsible could also consider changing the recommended book (already implemented in the course description as of Nov 2022).The course coordinator is currently (Jan 2023) working with the course coordinator for next year (spring 2023) on the preparation of more consistent and more easily re-usable material for the exercises and lectures. This includes (i) a database of (LaTeX-) exercises curated in different languages (bokmål, nynorsk, English) for quicker communication with student assistants and (ii) preparing some lecture videos on the “standard content” in the course.In the longer term, it could moreover be evaluated, to what extend it makes sense to split the course entirely to account for the students’ inhomogeneity in the course (w.r.t. study program, earlier experiences, academic age, and internationality); in that respect the course language (this semester Norwegian with English book and extra materials) could be questioned as well.

Learning outcomes: To me, the course is not apt to serve in the multi-purpose-way it is designed. The learning outcomes follow a very classical undergraduate-(pure-)mathematics-education but (a) have – to my knowledge – not been updated in the last decade to account for more recent technical developments and/or demands, (b) they could not be implemented as indicated in the course description since “MA0001” and MA0002 were treated (as was done several years before) as one unit (meaning that we first had to “finish MA0001”), and – most importantly – (c) they are too broad to be fit to the diverse target group of students with various backgrounds and study programs. A coordination with other courses is almost impossible and to some students the course does seem “artificial” in that respect. The students’ expectations concerning the learning outcomes (from previous experience with “MA0001” or by re-taking the course) are not in alignment with the learning outcomes that had to be defined given the special circumstances of the spring semester (i.e. digital home exam with long preparation time): The expected learning outcome for many students appeared to me as a “specific problem solving”-ability (“Solve this linear differential equation!” “Find the eigenvalues of this 2x2-matrix!” etc.) but, given that all technical assistance was allowed, this was no viable option for the exam. I therefore tried to put more emphasis on the concepts and ideas behind the calculations and included some more applied (but therefore sometimes also more complex) examples for which I had to deviate significantly from the “course material” (Calculus for biology and medicine, C. Neuhauser).The (in a sense updated) learning outcomes were communicated to the students in writing and oral explanations repeatedly. In the first weeks, the first minutes of each lecture were reserved for «organizational information» and «organizational questions» where I received positive feedback from the students about the clear information, and (later) some complaints as “this was explained before”. A tentative lecture plan was published early in the semester which had to be updated in response to a week of sickness leave.

The data on which this report builds (such as notes from meetings with the reference group, surveys, grades):  Reference group meeting minutes, personal discussions with several students before the exam, feedback (in parts anonymous) in the “digital mattelab” and in lectures “Zoom chat”, exam results (grades and students’ answers), emails from students, discussions with the “øvingslærer”, discussions with colleagues in the “UniPed” pedagogical course Quality of the course, as evaluated by the course coordinator: Teaching and learning activities:Considering the still ongoing pandemic, it was fitting to allow for digital participation in lectures and (one of the) exercises. Almost all lectures were therefore held digitally in a hybrid format. This does have some known pitfalls but appeared as the only option accounting for the students’ and rector’s-office’s wishes. In the lectures, presentation slides were used, but proofs and examples were developed «by hand»; the slides with all annotations were made available to the students as were video recordings of all lectures, and some additional overview-sheets on specific techniques (e.g. Gauss-Jordan elimination). Usually, the lectures included several minutes «off camera» for the students to ask questions they did not want to appear in the recordings. Some students expressed dissatisfaction with Blackboard. Therefore, most material was made available on the course’s Wiki page as well as BB.The attendance in the lectures varied a lot, usually with a majority participating digitally; overall there was a decline in participation over the semester. Mid-semester, one lecture was designed as a «flipped classroom» with pre-recorded topic videos and a purely example-based physical lecture. The participating students gave very positive feedback after the class but from the exam preparation, I got the impression that other students’ learning outcome from that week was worse than for the «usual» lectures.  In addition, I offered a weekly «plenumsregning» reserved for «simple examples» and old exam questions in the last month of the semester with very positive responses from the participating students. The offer was made at the first reference group meeting already where we agreed that the students in the reference group would take over the organization (I.e. finding a suitable time and place). Despite several reminders from my side that this was the students’ responsibility, this was not followed up upon before the exam preparation phase, such that «plenumsregning» was only held towards the end of the semester. The students could additionally ask questions (with clear name or anonymously) on the institute’s Discourse server instance “digital mattelab”, which was low-frequented at first but became very work intensive for the course coordinator and teaching assistant in the two weeks before the exam. Responding to the high demand, we offered a whole-day “crash course” (in collaboration with «Naturviterne») as exam preparation for which two completely new «prøveeksamen» were designed that were then solved with/for the students. The participation rate in that was higher than for most lectures. The exercise sheets were prepared by me in collaboration with the teaching assistant and contained many “new exercises” to reflect the “updated” learning outcomes (see above). Participation in the exercise classes was very low (sometimes none at all), and communication between me and the student assistants was occasionally challenging as some would scarcely respond to correspondences and their contracts ended long before the exam. In one exercise sheet, we asked the students to “design their own exam task” which noticeably increased the awareness for the course for some.  Some international students demanded the exercise sheets and parts of the lecture material to be translated into English which was offered from that point on and was understandable as the main course material is an English book which some international students appeared to be using as the main source.  Learning environment, students’ efforts and motivation: The technical equipment (software and hardware) for the lectures (i.e. Zoom, Panopto, IPad with ApplePen, USB-headset for the lecturer) were sufficient. In the lecture room (in «Hovedbygning»), there was sometimes interrupting noise from the hallways during the lectures. Form of assessment:The exam form “digital home exam” is – as explained above – not appropriate for the course in its current form: To adapt to the situation, we used (i) freedom of choice (the students could opt out of some questions), (ii) randomization, and (iii) more «applied», «open» and/or «holistic» questions than were before used. With respect to translation into three languages and randomization, Inspera-assessment appeared not to be an optimal technical solution. The students answered the exam questions separately on paper and uploaded the scans. This was done because (a) it allowed for more time during the exam, (b) some students have little to no experience in using a computer interface to answer mathematical questions and (c) the lecturer wanted to avoid some known problems with Inspera-task-creation. Status and implementation of measures described in the last action plan:There does neither exist an action plan to last year’s course nor to the one from the year before. (Maybe due to giving responsibility over this course to stipend holders several years in a row who cannot follow up on the action plan)   From earlier reference group reports, there were (i) wishes to establish a discussion forum where the students can be anonymous (implemented in form of “digital mattelab”), (ii) using fewer platforms for digital lecturing (implemented: Zoom all the time, Wiki+Blackboard was a compromise, see above), (iii) using more applied examples (tried within the constraints of the course plan), (iv) changing the order of the course’s content to be more “natural” and not just “follow the book” (implemented but appeared likewise “not normal” to some students who expected to just follow the book), (v) allowing for GeoGebra in the exam (naturally given for the digital-home-exam situation; we offered several GeoGebra-arks that assist certain «standard tasks» in the course alongside further “recipe solutions” on a «formelark».)

Dersom studenten også etter utsatt eksamen har sluttkarakteren F/ikke-bestått, må studenten gjenta emnet i sin helhet. Arbeider som teller med i sluttkarakteren må gjentas. For mer informasjon om vurdering, se «Læringsformer og aktiviteter».

1. Studenten har grunnleggende kunnskaper om lineær algebra, differensialligninger og matematisk analyse av funksjoner av flere variable. 2. Ferdigheter. Studenten er i stand til å anvende sine kunnskaper om lineæralgebra, differensiallikninger og funksjoner av flere variable til å løse enkle matematiske og naturvitenskapelige problemer. 

Forelesning og øvingsoppgaver. Karakter basert på avsluttende skriftlig eksamen. Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen. 

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(17175)/FieldValuesAsText

The course MA0002 is a first year course intended to make students familiar with notions such as: linear systems, matrices (inverses and determinants), lines in the 3-dimensional space, functions of 2 or more variables.

The learning outcome is updated and relevant. The course is a natural continuation of MA0001.

The exercise classes help students who might find the course more difficult. In the Spring 2021 semester the course was taught entirely digitally and communication with the students was harder to establish.

Forelesning og øvingsoppgaver. Karakter basert på avsluttende skriftlig eksamen.  Ved utsatt eksamen (kontinuasjonseksamen) kan skriftlig eksamen bli endret til muntlig eksamen.

 


1. Studenten har grunnleggende kunnskaper om lineær algebra, differensialligninger og matematisk analyse av funksjoner av flere variable.

2. Ferdigheter. Studenten er i stand til å anvende sine kunnskaper om lineæralgebra, differensiallikninger og funksjoner av flere variable til å løse enkle matematiske og naturvitenskapelige problemer.


Diverse studier i realfag IME-fakultetet

Lektorutdanning i realfag - masterstudium (5-årig)

Diverse studier i realfag NT-fakultetet

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(11588)/FieldValuesAsText

Kvaliteten er god. Jeg har lagt vekt på gode eksempler, og funnet kontekster og oppgaver som er relevante for de ulike studieprogrammene. Læreboka har en del svakheter som jeg prøver å bøte på i forelesningene. Studentene har gitt uttrykk for at forelesningsnotatene de lager er til stor hjelp og forklare bedre enn læreboka.Vi hadde forelesninger på campus til 12 mars. Etter dette foregikk forelesningene i Blackboard Collaborate. Det var 70 - 90 studenter som fulgte nettforelesningene.

Læringsutbyttet er oppdater og relevant.Det er kommunisert til studentene i Blackboard.Det er god sammenheng mellom emnets læringsutbytte og tidligere emners læringsutbytte (MA0001).

Læringsaktiviteter er: forelesninger og øvinger.I forelesningene har jeg alltid noen diskusjonsaktiviteter, der jeg tar tak i stoffet vi holder på med.Studentenes egensinnsats og motivasjon virker å være god. Jeg har fått mange spørsmål, både i Blackboard Collaborate underveis i forelesninger og på epost: om faglige tema, begreper og om spesielle oppgaver.Læringsmiljøet har vært meget godt.

Samsvaret mellom læringsutbyttet og vurderingsformene (hjemmeeksamen) er godt.

Web/Lists(guid'8b698a2d-6ad0-4f7d-b3be-219cc1979f02')/Items(4900)/FieldValuesAsText

Brukerkurs i matematikk B - MA0002