Making mathematicians

Developing expert attitudes with authentic maths activities

Abstract

One of the goals of an undergraduate degree in mathematics is to transform students’ perceptions of mathematics from calculations with the rote application of formula to the reflective, creative problem-solving that is highly valued in academia and other professions. This can be achieved by incorporating authentic mathematical activities (i.e. the kind of tasks a maths graduate can expect in the workplace) into the design and delivery of undergraduate programmes. The Middlesex maths team have implemented a variety of novel teaching and learning methods into their specialist maths provision to achieve this aim. Our approach includes the use of generative artificial intelligence; extended, vague, problem-solving assignments; student choice in assessment; and reflective components. In this paper we discuss the implementation, benefits, and challenges of these authentic mathematical activities, focusing on their effect on students’ perceptions of mathematics during their studies. We use questionnaires to determine how students’ perceptions of mathematics change while doing these activities and their attitudes to the activities themselves.