WP2 Course Modernisation

1. WP2: MODERNIZATION OF
MATH COURSES FOR CS
SPECIALTIES IN RUSSIAN
UNIVERSITIES

2. PROJECT STRUCTURE
WP1. Math Curricula Comparative Case Study
WP2. Math Curricula Modernization
WP3. Tools and capacity building
WP4. Math Curricula Pilot Implementation and Evaluation
WP5. Dissemination and Sustainability
WP6. Quality control, Management and Coordination

3. Mathematics is a fundamental discipline for STEM curricula.
Numerous studies have shown that the level of mathematical knowledge is a major
factor determining the success of engineering education.
Main challenge
REASONS FOR
MODERNIZATION
Mathematical disciplines are the most typical reason for STEM students to drop their
study out.

4. REASONS OF HIGH DROP-
OUT RATE
1. Students often underestimate the amount of mathematical knowledge required
for engineering specialties
2. Lack of understanding of the reasons why anyone should know math
3. Difficult abstract material
4. Lack of profound practical examples and connection with real-life problems
5. Problems with math in school education
6. Reduction of teaching hours (credits) for math subjects in curricula of some
Russian universities
7. New information technologies are not used to the full extent in education process
8. Emerging of Massive On-line Open Courses
9. …

5. ACQUAINTANCE WITH THE
EUROPEAN EXPERIENCE
1. Study Visit to Finland
(26.06.2014 – 27.06.2014)
Tampere University of Technology, Tampere, Finland
2. Study Visit to Germany
(11.09.2014 – 12.09.2014)
Universität des Saarlandes & Deutsches Forschungszentrum für Künstliche
Intelligenz, Saarbrücken, Germany
3. Study Visit to France
(13.10.2014 – 14.10.2014)
Université Claude Bernard Lyon 1, Lyon, France

6. COMPARATIVE ANALYSIS
4. Workshop on Russian National Best Practices
(10.11.2014 – 11.11.2014)
Nizhny Novgorod State University, Nizhny Novgorod, Russia
5. Case Studies Evaluation Workshop
(08.12.2014 – 10.12.2014)
Kazan National Research Technical University, Kazan, Russia

7. WAYS AND METHODS OF
MODERNIZATION
6. Curricular Evaluation Workshop #1
(21.01.2015 – 23.01.2015)
Tampere University of Technology, Tampere, Finland
7. Curricular Evaluation Workshop #2
(11.03.2015 – 13.03.2015)
Université Claude Bernard Lyon 1, Lyon, France

8. CURRICULAR EVALUATION
WORKSHOP #3 National seminar on the curricula evaluation and plans for modernization was held
in Tver. Results of the comparative analysis carried out during the study visits and
main directions of modernization were formulated.

9. MAIN DIRECTIONS OF
MODERNIZATION
1. There are two ways of teaching math: theory-oriented and practice-
oriented. We should find a golden mean but make emphasis on
practice.
2. Give more real-life practical examples in math subjects from the very
beginning to justify necessity of math.
3. Use bridging courses to simplify students’ transition from school to
university.
4. Use ICT tools and technologies more actively to enhance education
process.

10. MAIN DIRECTIONS OF
MODERNIZATION
European universities tend to make emphasis on practice: mathematical
theorems as a tool to solve problems, no need to understand “internal
structure” of these (i.e. proofs).
Russian universities mostly uses theoretical approach: when time comes
student will understand the practical use of derivatives and other things,
university should concentrate on rigorous proofs.
1. Two “ways” of teaching math

11. MAIN DIRECTIONS OF
MODERNIZATION
One example of many: integrals.
“Ordinary” lecture has: definition, explanation where it comes from, maybe a picture,
some properties, some theorems, several examples and a lot of exercises of type
∫↑▒​√⁠ 𝑥 +1/𝑥 𝑑𝑥 , ∫↑▒​(​ 𝑥↑3 +1)↑2 ​ 𝑥↑2 𝑑𝑥 , ∫↑▒𝑐ℎ(2 𝑥+3) 𝑑𝑥 , ∫↑▒​ 𝑑 𝑥/(1+ 𝑥)√⁠ 𝑥 …
“Ordinary” student’s impression: integrals are nightmare you need to know to pass
exam on Calculus, it’s definitely useless for my future work…
2. More real-life practical examples in math subjects from the very
beginning to justify math necessity.

12. MAIN DIRECTIONS OF
MODERNIZATION
Probable solutions:
• Motivation lecture at the very beginning that explains connection of the discipline
with the real world
• Project work where student/group of students has to solve some real-life
example problem when mathematical tools are key part of the solution
• Immersed-in-a-story exercises scattered here and there in the course
• …
2. More real-life practical examples in math subjects from the very
beginning to justify math necessity.

13. MAIN DIRECTIONS OF
MODERNIZATION
Todays students tend to have difficulties even with basic math: simple
functions, progressions, graphs, equations and inequalities, …
In that case it is useless to teach them something more sophisticated.
3. Bridging courses to simplify students’ transition from school to
university.

14. MAIN DIRECTIONS OF
MODERNIZATION
Math-Bridge – one of the
platforms used for courses
modernization in the
project.
4. Use ICT tools and
technologies more actively
to enhance education
process.

15. CHOSEN DISCIPLINES
Partner University Discipline
Kazan National Research Technical University
named after A.N.Tupolev
Optimization Methods
Theory of Probability
and Mathematical Statistics
Ogarev Mordovia State University Algebra & Geometry
Discrete Mathematics
Saint-Petersburg Electrotechnical University Mathematical Logic and Theory of Algorithms
Calculus-3
Tver State University Theory of Probability
Theory of Uncertainty And Fuzzy Logic
Lobachevsky State University of Nizhni Novgorod Calculus
Mathematical Modeling

16. EXPERIMENT STRUCTURE
Spring semester 2016
(group 2)
Fuzzy
logic
Elements of
fuzzy logic
(e-course)
Fall semester 2015
Bridging course
Spring semester 2015
(group 1)
Fuzzy Logic
Pre-questionnaire
Pre-test
not modernized course modernized course
Post-questionnaire
Post-test
Pre-questionnaire
Pre-test
Post-questionnaire
Post-test

17. QUESTIONNAIRES
help evaluate motivation

18. TESTS
0
20
40
60
80
100
Linear functions Plots Regions min & max L-R type α-level sets Possibilistic
optimization #1
Possibilistic
optimization #1
The results of the pre and post tests 2014-2015
Pre-test Post-test
-50
0
50
100
Knowledge gain 2014-2015
Pre-test Knowledge Gain
help evaluate knowledge gain

19. KNITU
1. Using Math-Bridge to increase lecture material: additional topics,
practical examples and exercises are moved to Math-Bridge.
2. Using Math-Bridge for mid-term tests on additional topics.

20. LETI
1. Changes in lecture material concern all course parts and are connected
with modification of basic and additional course components and creation
of supporting electronic modules and video lectures
2. Changes in training: use of electronic tutorials including the tasks based on
interaction with computer manipulators for basic course objects
3. Development of course modules for independent studying
4. Development of computer manipulators on JavaScript
5. Development of exercises in MathBridge
6. Transfer of some practical exercises into electronic interactive form

21. NNSU
First step
1. Include new section “Elementary Mathematics” at the beginning of module “Calculus” (functions
and their inverses; progressions, binomial expansions; logarithmic and exponential functions;
proof)
2. Testing students at the end of the section study with the help of MATHBRIDGE
Second step
1. Effective use of the independent work of students during a term accompanied by regular
mandatory testing (partly with the help of MATHBRIDGE)
Third step
1. Independent study of some sections with mandatory testing at the end (further multiple integrals,
vector calculus, line and surface integrals)
2. Increase the number of engineering examples in the course

22. OMSU
General plan
1. Changing syllabus, adding engineering and other prac7cal examples to improve student
mo7va7on.
2. Using mathema7cal tools (computer programs).
3. Provide computer programming tasks.
4. Using Moodle and MathBridge.
5. Adding student projects to the course, mo7va7ng students to use open data.
6. Finding the ways to make assessment measuring SEFI competencies. Providing quality
assurance.

23. OMSU: MORE E-LEARNING
Placing the courses in MathBridge platform
This must allow the students to “chase” the material they don’t understand during lection
hours. Besides that, the using of MathBridge allows to miss some questions in lections and to
put these lections on students’ independent work.
Fulfilling everyweek hometasks in MathBridge
It gives the economy of time when checking the homework. Also it’ll be harmonized with
OMSU rating system that appreciates students’ learning activities.
Using of special software for testing of computer programs
Students must write computer programs after studying each topic of the course. Now these
programs are checked manually. It is desired that the special software will be used to
automate the process.

24. OMSU: MORE APPLIED
CONTENT
• Examples of applications of studied math to problems of physics, economics and
IT-sphere
• Adding subtopic to main course in electronic form using MathBridge.
• After studying each topic the students of IT-profiles will write computer programs
(such as “Solve the LES by method of Gaussian elimination”, “Plot the curve”, etc).
This will more tightly connect mathematics and their future profession –
programming.

25. TSU
1. Introduction of mandatory bridging course divided to bridging
modules (functions and their inverses, function graphs, progressions,
systems of equations and inequalities)
2. Mandatory testing after each module
3. Use of E-learning platform for exercises and assessment for main
courses
4. Adding real-life practical examples from the very start to motivate
students

26. QUESTIONS & ANSWERS