- (a) Complex Numbers and the Treasure Island Problem. (b) Numbers: Rational, Irrational, Algebraic and Transcendental.
November, 2017
Collingwood School, Grade 12 Advanced Mathematics class
- Making and Using Instructional Videos to Support Learning.
October, 2017
Joint with Petra Menz and Veselin Jungic.
SFU Teaching Matters Seminar, SFU, Burnaby, BC.
- (a) The Josephus Problem, (b) Logic Puzzles and Thinking Like a Mathematician. (c) Spot-It the Card Game and Projective Geometry.
July, 2017
SFU-CMS-PIMS Burnaby Math Camp for Teachers.
- (a) Logic Puzzles and Thinking Like a Mathematician. (b) Spot-It the Card Game and Projective Geometry.
June, 2017
SFU-CMS-PIMS Burnaby Math Camp.
- Developing and sustaining a multidisciplinary faculty learning community: Lessons learned through a three-and-half-year implementation.
June 21 - 23, 2017
with Veselin Jungic, Cindy Xin
2017 Society for Teaching and Learning in Higher Education (STLHE)
Hosted by Dalhousie University, Halifax, NS.
- Games, Puzzles, and Mathematics.
May 13, 2016
with Richard Hoshino.
PIMS Changing the Culture 2017
- A Variety of Problems.
July, 2016
SFU-CMS-PIMS Burnaby Math Camp for Teachers.
- Constructing Platonic Solids and Other Interesting 3D Objects
June, 2016
with Malgorzata Dubiel.
SFU-CMS-PIMS Burnaby Math Camp.
- Calculus Concept Inventory: A tool for assessing student's conceptual understanding
May 13, 2016
with Veselin Jungic and Cindy Xin.
PIMS Changing the Culture 2016
- Engaging Students in Large Enrolment First-Year University Calculus
October 2015
54th Annual Northwest Math Conference. Whistler BC.
- A Taste of Modular Arithmetic.
June, 2015
SFU-CMS-PIMS Burnaby Math Camp.
- Flipped classroom: Results from a two-year implementation of four large undergraduate calculus courses
June 18, 2015
with Gregory Hum, Veselin Jungic, Harpreet Kaur, Sonja Surjanovic, Cindy Xin
2015 Society for Teaching and Learning in Higher Education (STLHE)
Hosted by UBC and SFU, Vancouver
- Active Learning in Large Classes
June 7, 2015
2015 Canadian Mathematical Society (CMS) Summer Meeting
University of Prince Edward Island
[slides]
- Logic Puzzles and How to Think Like a Mathematician.
May 6, 2015
Crofton House School, Grade 12 Mathematics class
[logic puzzle]
[slides]
- Flipping Squared
Investigating Our Practices (IOP)
Faculty of Education, UBC, Vancouver
May 2, 2015
[slides]
Heather Mosher – Southridge School
Max Sterelyukhin – Southridge School
Jamie Mulholland, PhD – Senior Lecturer, Department of Mathematics, Simon Fraser University
Description: This presentation will compare and contrast the experiences of high school and university instructors. We are looking at the effects of changing the classroom setting to Harkness and Groupwork hybrid teaching approach. The focal point of the classroom is a large table with whole class discussion being the main vehicle of instruction. We employ a flip classroom model with content videos to facilitate the transfer of knowledge and use it as a baseline for class discussions in the following lesson. We will talk about the initial investigation, process of implementation, types of data collected and methods of analyzing the data. This is a continuing work in progress at our schools, thus we are very interested in participants' feedback and experiences.
- An Intentional and Ecosystemic Approach Towards Innovation
Pearson's Digital Innovation Summit
Pan Pacific Hotel, Vancouver
January 23, 2015
Stephanie T.L. Chu, PhD – Director, Teaching & Learning Centre, Simon Fraser University
Jamie Mulholland, PhD – Senior Lecturer, Department of Mathematics, Simon Fraser University
- Innovations in Learning: Breakout Session
Flipping the Class in Teaching First Year Calculus
SFU Public Square: Breaking the Mould
Simon Fraser University
October 23, 2014
Veselin Jungić, Jamie Mulholland
- Flip the Calculus Classroom: What Works, for Whom and in What Context?
MAA MathFest
Portland, Oregon
August 6 - 9, 2014
Veselin Jungić, Harpreet Kaur, Jamie Mulholland, Sonja Surjanovic, Cindy Xin,
Description: Taking advantage of web technology, the “flipped classroom” model is becoming increasingly popular. Students watch recorded video lectures
before coming to class. In class they review and assimilate materials through peer instruction and just-in-time teaching. Since fall 2012 two
mathematics instructors at Simon Fraser University, Burnaby, B.C., have been using this model in their first year calculus courses. A team
that includes both instructors, an educational developer, a graduate student in a mathematics education program, and a statistician has been
established to collect and analyze various data sets with the goal to understand the perceived impact of this pedagogical model on student
learning and instructor’s teaching. Data were collected from student questionnaires, student interviews, instructor interviews, classroom
observations and the educational developer’s personal reflections. In this session, we will present some of our results from instructor’s point
of view. We will discuss the lessons learned in terms of instruction preparation, student preparation, and classroom implementation.
- Students' Experiences and Achievement in Three Flipped Large Undergraduate Calculus Courses
Psychology of Mathematics Education (PME)
The University of British Columbia
July 15 - 20, 2014
Harpreet Kaur, Cindy Xin, Veselin Jungić, Jamie Mulholland
- On the use of instructor made video lectures in context of flipped classroom.
The International Conference of STEM in Education
The University of British Columbia
July 12 - 15, 2014
Harpreet Kaur, Cindy Xin, Veselin Jungić, Jamie Mulholland
- On instructor experiences in three flipped large undergraduate calculus courses.
The International Conference of STEM in Education
The University of British Columbia
July 12 - 15, 2014
Harpreet Kaur, Cindy Xin, Veselin Jungić, Jamie Mulholland
- Flipped Learning
Science and Technology Teaching and Learning Symposium (schedule)
Vancouver Island University
May 21, 2014
Description: The flipped classroom (or inverted classroom) teaching model has received a lot of attention in recent years, primarily due to the available use of technology for recording and distributing video lectures. What exactly is the ``flipped classroom"? This is a very broad term that encompasses a lot of other teaching methods. At its very heart it describes an approach where in-class time is re-purposed for inquiry, application, and assessment. In this session, Jamie will describe one particular implementation of the flipped class used for large first year calculus courses, and we'll discuss what the implementation could look like for smaller enrolment courses.
- Visualizations for Learning
Science and Technology Teaching and Learning Symposium (schedule)
Vancouver Island University
May 21, 2014
Description: Bringing concepts to life through use of interactive visualizations can be a very powerful learning tool for students. Searching online for just the right visualization often leads to an instructor settling for one that does almost what they wanted. In this session we'll discuss two mathematical software packages used for creating/modifying visualizations that can be delivered to students in a web browser (which will even work on the iPad). The software we'll discuss is GeoGebra (graphing utility, with a lot "under the hood"), and Sage (a computer algebra system comparable to Maple). Both are open source and completely free.
- Science Students of Today: Are They Really Different? How to Engage?
Science and Technology Teaching and Learning Symposium
Vancouver Island University
May 21, 2014
Panel discussion with Dave Berry (UBC), Brett Gilley (UBC), Jamie Mulholland (SFU)
Description: All faculty work diligently to motivate and involve students in the academic learning environment, but there are increasing obstacles and challenges arising in post-secondary education. In this opening panel session, the three invited speakers will share their top tips and strategies for engaging the science students of today.
- Number of Configurations of Rubik' Cube.
May, 2014
Crofton House School
[slides]
[video - 4 basic moves on Rubik's cube]
Description: The original package of the Rubik's cube, marketed by Ideal Toys, had the statement ''over three billion combinations". How accurate is this statement? In this presentation we'll discover that the number of configurations that the cube can be twisted into is so much more that 3 billion. It is around 43 quintillion - or 43 billion billion.
- Our Experience in Flipping the Classroom in Three Large First Year University Calculus Classes
Canadian Mathematics Education Forum (CMEF)
University of Ottawa, May 1-4, 2014
- Slides [pdf]
- video on slide 16 [youtube]
- Flipping the Classroom: Investigation of Student and Instructor Experiences in First-Year Calculus
Teaching and Learning Social, Diamond Alumni Centre, SFU
- Slides [pdf]
- video on slide 5 [youtube]
- video on slide 10 cannot be distributed online (sorry)
- Flip the Classroom: Comparing the Experiences of Instructors and Students in Two First-Year Large Undergraduate Calculus Courses
November 2013, Banff, Alberta, Canada
Symposium on Scholarship of Teaching and Learning Conference 2013 @ The Institute for Scholarship of Teaching and Learning, Mount Royal University
Presented by Cindy Xin. Joint work with Veselin Jungic and Harpreet Kaur
Description: Our project investigates the experiences of instructors and students in two first-year service calculus courses using the flipped classroom pedagogy. In fall 2012 at Simon Fraser University, two experienced senior mathematics instructors working with an educational developer and a research assistant flipped Math 150 - Calculus I With Review (enrolment = 220) and Math 152 - Calculus I (enrolment = 246).
In total sixteen flipped classes were conducted in the two courses, with eight classes each (one-third of total number of classes). For each flipped class, students were required to watch an approximately 40-minute long video lecture, pre-recorded by the course instructor, before coming to class. In class, students would develop their understanding of the materials they watched through iClicker questions, peer-instruction and just-in-time teaching.
A typical Math 150 student is a 1st-year full-time science or applied-science major, whereas a typical Math 152 student is a 2nd-year full-time science or applied-science major. Our investigation aims to compare similarities and differences between the two courses in terms of the perceived impact of this flipped pedagogical model on instruction and student learning. Data were collected from student questionnaires (at the middle and end of the term), student interviews, instructor interviews, and classroom observations.
In this session, we will present our preliminary findings. We will discuss the lessons learned in terms of instructional preparation, student preparation, classroom implementation and sustainability of the model for future offerings of the two calculus courses.Early Returns and Initial Findings of Work in Progress
- Flip the classroom: An investigation of the experiences of instructors, students and an educational developer in two first-year undergraduate calculus courses
STHLE (Society for Teaching and Learning in Higher Education) Conference 2013, Cape Breton University, Sydney, NS
June 19 - 22, 2013
Presented by Veselin Jungic. Joint work with Cindy Xin and Harpreet Kaur
Description: Taking advantage of web technology, the “flipped classroom” model is becoming increasingly popular. Students watch recorded video lectures before coming to class. In class they review and assimilate materials through peer instruction and just-in-time teaching. In fall 2012 at a university in western Canada, two experienced senior mathematics instructors working with an educational developer flipped two first-year undergraduate calculus courses for the first time. Each of the two courses had an enrolment of about 200 students. Our investigation aims to understand a) the perceived impact of this new pedagogical model on student learning and instructor’s teaching, b) the role and experience of the educational developer in facilitating this process, and c) how our collective experiences can inform better long-term use of this teaching and learning model. Data were collected from student questionnaires (at the middle and end of the term), student interviews, instructor interviews, classroom observations and the educational developer’s personal reflectiono. In this session, we will present our empirical results. We will discuss the lessons learned in terms of instruction preparation, student preparation, classroom implementation and sustainability of the model for future offerings of the two calculus courses.
- Solving the Cube and Other Puzzles.
June, 2013
SFU-CMS-PIMS Burnaby Math Camp.
- Flipping the Classroom: An Investigation into the use of prerecorded video lectures and the impact on student and instructor experience in two first-year calculus courses
May 15, 2013
Symposium on Teaching and Learning at SFU.
Poster Session [pdf]
- Flipping the Calculus Classroom: A Personal Experience
April 23, 2013
Rethinking Teaching Workshop at SFU.
Invited as a guest speaker to one of the sessions to share my experience with flipping my Calculus II course in the fall semester of 2012.
- Innovative teaching: Flipping the classroom
November 14, 2012
SFU Teaching Circles
Facilitator: Erin Barley, Cindy Xin
In conventional teaching, lectures are typically used to deliver content, and then students think actively about this content outside of class. In this Teaching Circle, we're experimenting with a flipped model, where students are exposed to content beforehand and lecture time is used for active learning.
- Teaching Circles: A window into teaching and classes at SFU
May 16, 2012
Symposium on Teaching and Learning at SFU.
Abstract: The Teaching Circles project is a collaboration between the Faculty of Science and the Teaching and Learning Centre that aims to showcase classroom practices and promote discussion about teaching and learning. Participants in each circle are invited to sit in on a class by a faculty member. Following class, the circle meets as a group to discuss its observations and thoughts. These circles provide a window into the diversity of teaching styles and strategies used in the classroom, encourage reflection of our own teaching and facilitate the exchange of ideas with colleagues who share a commitment to teaching. In this panel discussion we share our experience.
Facilitator: Cindy Xin
Panel members: Erin Barley, Jamie Mulholland, Elizabeth Elle, Sarah Johnson, Ted Kirkpatrick
- Leading Change in the Innovative Virtualization of the Classroom Experience: Lessons Learned from the Design and Evaluation of Online and Face-to-Face Versions of Calculus I
May 16, 2012
Symposium on Teaching and Learning at SFU.
Poster Session [pdf]
Presentation (with Gregory Hum, Kanthi Jayasundera, and Veselin Jungic)
- Applets and Tablets: Cultivating Visual Thinkers.
February 27, 2012
SFU Teaching Circles
Facilitator: Cindy Xin
Visual thinking is an important skill in mathematical and scientific problem solving. Jamie Mulholland from Mathematics has been cultivating such skills in his students. Over the years, Jamie has created a series of web-based applets and interactive exercises that he uses in his Math 150 and Math 152 classes to illustrate key concepts and mathematical thought processes. Students are able to manipulate these applets and engage in problem-solving via the interactive exercises to deepen their understanding. In this session, Jamie invites us into his Math 152 classroom to observe how he engages his students using his applets. The observation is followed by a discussion in which Jamie will share his experience. - Cindy Xin
- The Most Important Element of Good Teaching.
February 24, 2012
SFU Department of Mathematics Seminar on Teaching.
- Online and Face-to-Face Versions of a Math Course: Student's, Instructor's, and Course Designer's Perspectives.
November 25, 2011
SFU Department of Mathematics Seminar on Teaching.
Speakers: Gregory Hum, Veselin Jungic, Kanthi Jayasundera, and Jamie Mulholland
Abstract: The very first SFU online calculus course, Math 150: Calculus with Review, was created in 2008 by Veselin Jungic and Jamie Mulholland with the support of the SFU Centre for Online and Distance Education which was coordinated by Kanthi Jayasundera. In creating this course every effort was made to make it parallel to the on-campus version by incorporating recorded lectures, similar homework problems and exams. In Spring 2011 both the online and the face-to-face versions of the course were offered. In addition, one of the co-supervisor of the online offering was the instructor of the face-to-face version of the course. This created the unique opportunity to compare the two versions of the course from student's and instructor's and course designer's perspectives. A series of surveys and the related research project were done with the support of the SFU Institute for the Study of Teaching and Learning in the Disciplines. In this presentation some of the findings obtained in the project will be described.
- Solving the Cube and Other Puzzles.
June, 2011
SFU-CMS-PIMS Burnaby Math Camp.
- Changing the Culture of Homework.
April, 2011
with Justin Gray.
PIMS Changing the Culture 2011: Through Our Teaching.
- The Postmaster, the Dentist and the Architect: A Mathematical Toy Story.
November, 2010
Math Outside the Box! - A lecture series for undergraduate students.
- Online Calculus Course: Reaching The Best of Both Worlds. A Personal Experience of Creating and Promoting and Online Calculus Course.
October, 2010
Joint work with V. Jungic.
British Columbia Association of Mathematics Teachers (BCAMT) 2010 Fall Conference
- Online Calculus Course With In-Class Experience: Challenges and Rewards.
October, 2010
Presented by V. Jungic, joint work with J. Mulholland.
MCATA Conference 2010, Calgary, Alberta.
- Solving the Cube.
June, 2010
wtih Valerie Chang
SFU-CMS-PIMS Burnaby Math Camp.
- Online Calculus Course: Reaching The Best of Both Worlds Proposal for a Practice-Based Report.
May, 2010
Joint work with V. Jungic.
Canadian Network for Innovation in Education (CNIE). Annual Conference 16-19 May, 2010. Saint John, New Brunswick.
- Who is doing your students homework? Should you be concerned?
May, 2010
PIMS Changing the Culture 2010: Resources And How We Use Them (Or Not)
- Math Games.
July, 2009
wtih Dov Zazkis
SFU-CMS-PIMS Burnaby Math Camp.
- Symmetry of Things.
May, 2009
A Taste of Pi - Lecture series for high school students hosted by Dept. of Math at SFU.
- Games and Puzzles.
June, 2008
wtih Justin Gray
SFU-CMS-PIMS Burnaby Math Camp.
- What's Your Problem: What Can Students Learn through Problem Solving?
May, 2008
with Justin Gray
PIMS Changing the Culture 2008: Mathematics: Beauty and Utility
- Panel Discussion: Transition to University.
May, 2008
PIMS Changing the Culture 2008: Mathematics: Beauty and Utility
- Games and Puzzles.
July, 2007
SFU-CMS-PIMS Burnaby Math Camp.
- Q-ing Students In: The Story of FANX99 Foundations of Analytical and Quantitative Reasoning.
May, 2007
With Malgorzata Dubiel, Petra Menz, Ami Mamolo
9th Annual Symposium on Innovative Teaching
- Workshop: Rethinking Precalculus Mathematics.
April, 2007
with Sue Haberger and Petra Menz
PIMS Changing the Culture 2007
- Problems in Graph Theory.
June, 2006
SFU-CMS-PIMS Burnaby Math Camp.
- Games and Puzzles.
June, 2006
with Justin Gray
SFU-CMS-PIMS Burnaby Math Camp.
- Algorithms for Trigonometric Polynomials.
July, 2001
joint work with Michael Monagan
International Symposium on Symbolic and Algebraic Computation (ISSAC 2001). University of Western Ontario.
- How Are Proofs Found?
May, 1999
Canadian Undergraduate Mathematics Conference (CUMC). Memorial University.