Takeaways from Teaching through a Pandemic Practical Examples of Lasting Value in Tertiary Mathematics Education

Introduction to takeaways from teaching through a global pandemic: practical examples of lasting value in tertiary mathematics education

Katherine Seaton, Birgit Loch and Elizabeth Lugosi

1. Any advice? Lessons learned by mathematics lecturers for emergency remote teaching during the COVID-19 pandemic

Eabhnat Ní Fhloinn and Olivia Fitzmaurice

2. Creative approaches to teaching mathematics education with online tools during COVID-19

Sharyn Livy, Tracey Muir, Carol Murphy and Allison Trimble

3. Your online textbook is ready: a shareable, interactive online textbook in response to COVID-19 lockdowns

Peter K. Dunn, Elizabeth A. Brunton and Michael B. Farrar

4. Stop-motion LEGO® animations for learning linear algebra

Emily Cook

5. Crowdsourcing solutions in the online mathematics classroom

Lorelei Koss

6. Leveraging the power of Google Apps to support active learning in a synchronous online environment

Patrick Sullivan

7. Flexible, student-centred remote learning for programming skills development

Peter Rowlett and Alexander S. Corner

8. Don’t throw the student out with the bathwater: online assessment strategies your class won’t hate

Stuart Johnson, John Maclean, Raymond F. Vozzo, Adrian Koerber and Melissa A. Humphries

9. Forced to improve: open book and open internet assessment in vector calculus

Tracy S. Craig and Tugce Akkaya

10. No exam: assessment of third-year engineering students on the basis of self-generated statistics cases

Nelly Litvak and Fulya Kula

11. Utilizing discussion boards for test questions: opportunities for students’ mathematical creativity and uniqueness

Miloš Savić

12. Mathematics assessment integrity during lockdown: experiences in running online un-invigilated exams

Steven Richardson

13. Mathematics and academic integrity: institutional support at a Canadian college

Josh Seeland, Lynn Cliplef, Caitlin Munn and Craig Dedrick

14. Individualized summative assessments as used during COVID-19

Nathan Clisby and Ant Sowards

15. Learning at a distance: can at-home activities measure up?

Jessica Gehrtz, Raquel Vallines Mira, Christopher Duffer and Priya V. Prasad

16. Peer-Assisted Learning in a pandemic

Jessica Hargreaves, Claire Ketnor, Ellen Marshall and Sue Russell

17. Checkpoints for online mathematics students with learning challenges

James William Dalitz

18. Crafting connections in post-COVID classrooms: learning university mathematics through craft

Jeanette C. McLeod, Phillip L. Wilson, David Pomeroy and Julie Alderton

19. The pandemic as a catalyst for rethinking active learning practices in technology intensive instructional environments

David Christopher Webb

20. The unexpected consequences of replacing corridor chats with an online community of practice

Anita L. Campbell, Tracy S. Craig, Batseba Mofolo-Mbokane and Pragashni Padayachee

Biography

Katherine Seaton (FAustMS, SFHEA) is currently Adjunct Associate Professor at La Trobe University, Australia, following twenty-seven years of mathematics teaching, outreach, service and research.  Her publications range from statistical physics to tertiary mathematics assessment and academic integrity, and mathematical fibre art.

Birgit Loch (FAustMS, PFHEA) is currently Dean of the Faculty of Science, Agriculture, Business and Law at the University of New England, Australia. With a background in computational mathematics, her research expertise is in innovation and educational technologies in tertiary STEM education.

Elizabeth Lugosi is Professor at the Mathematics, Statistics, and Data Science Department of Montgomery College. She is passionate about using engagement strategies to help students succeed in mathematics courses using collaborative, active learning and evidence-based instructional practices to enhance students’ problem-solving and to build community.