Researchers in Residence

1. Researchers in Residence by Anthony Hardwicke Head of Curriculum Development Association for Science Education 1st December 2010 Researchers in Residence is funded by Research Councils UK with support from The Wellcome Trust

2. Maths Placements Would you like a maths researcher to come into your school for two or three days and do some maths activities?

3. Most previous placements have been science based, but we are very keen to arrange more maths placements.

4. The benefits of RinR For pupils: • Provides a young role-model, who is a learner and a mathematician • Opens up the idea of maths-related careers • Introduces them to a range of research subjects • Develops self-confidence and communication skills • Develops deep learning skills; resilience, resourcefulness, reflectiveness and reciprocity • Gives access to wider schemes • Rewards enthusiasm and success

5. The benefits of RinR For teachers: • Chance to develop long-term relationships with local universities and research establishments • Adds depth and context to curriculum • A chance to act as a mentor towards the researcher • Brings status and recognition

6. The benefits of RinR For researchers/universities: • A chance to present their work to a receptive audience • By having to explain their research in simple language it forces researchers to reflect on what they are doing and why • Promotes individual research • Samples teaching as a career • Enhances CV • Raises departmental profile • It’s fun!

7. Who can apply? The scheme is free of charge and open to all UK secondary schools. To take part, all you have to do is register online at: or over the phone on 0845 365 7470. • www.researchersinresidence.ac.uk

8. What is a placement? • A uniquely flexible scheme • Up to 24 hours duration per year • This could include activities, team teaching theory lessons, after-school clubs, university visits or outreach • Ideas for placements showcased as teacher profiles and case studies on the website • Not just STEM subjects – researchers from other subjects are available too

9. How does RinR work? • Teachers and researchers register online • AEA regional coordinator contacts teacher • Matches are made • Researcher training and CRB check • Discuss placement with researcher • Online training, advice and guidance • One-to-one mentoring and support • Helpline 0900 to 1700 Mon-Fri

10. Placement Activity Project(South West England) The aim of this project is for teachers of mathematics to collaborate with mathematics researchers and produce an original classroom activity each. The resources would reflect the excitement of up-to-date, cutting-edge maths research. They will be published online as Researchers in Residence Placement Activities, which are aimed at first year PhD mathematics researchers going into schools for short placements, and on the NCETM portal. Publication date: 28/02/11 At least one activity would be aimed at 11-14 year olds, one at 14-16 year olds and one for sixth formers (16-18 years old). Collaboration with NCETM

11. Placement Activity Project(South West England) Four Researchers • Nick Blackbeard (Exeter University) - Chaos Theory, Dynamical Systems, Coupled Lasers. • Amrita Muralidharan (Exeter University) – Pure Mathematics, Number Theory • Jack Campbell (Exeter University) - Topology, Plasma Physics, Electromagnetism • Lorraine McCormack (Plymouth University) – Maths and Science Education, Cognitive Acceleration

12. Placement Activity Project(South West England) Claire Willman (Exeter College) Some sort of explanation of notation of braiding. I want a big bar with 3 thick ropes of 3 different colours, but I haven’t found the right materials yet. Students to deduce some theorems, maybe some potential theorems for them to confirm or prove false. Then given some braids (some drawn, some in notation?), which are equivalent and which would undo if you pulled them? Tom Rainbow (Ivybridge Community College, Plymouth) Well...my ideas are still a little vague, mainly because I have lent the book I was going to use for it to a student and he has yet to return it to me. I am convinced that RSA and Internet encryption will be something that we can work with but quite how this is going to happen needs me to do some research and then to consider implementation on Saturday. I think we may focus on Modular Arithmetic in general and then gradually build towards the ideas connectedto encryption. I am thinking that I will be trialling this with a year 12/13 Further Mathematics class probably looking to spread the work over three lessons and then, if it goes well, maybe using it with some of our high sets in year 11. David Wilkins (South Moulton Community College, Exmoor) Using Nick’s iterative formula  xn+1 = גּxn (1 -  xn )  I want groups to work together to work out the iterations and plot them on graphs. At this stage I envisage at least two lessons:  the first one to introduce the notation and get students comfortable with it, the second with them then working to produce the graph of what happens for different values of גּ but fixed initial values. They could possibly use computers to work out the values but the main point will be to produce the graph. This could then lead to a discussion about the implications of the graph which maybe could be led by Nick (if he was willing/able). I am planning on discussing this with Geography to see if something cross curricular could be introduced there also (the formula could be used to model population growth). Six Teachers

13. High-Profile Placements

14. Researchers in Residence web: www.researchersinresidence.ac.uk E- mail: anthonyhardwicke@ase.org.uk phone: 01707 288521 Researchers in Residence is funded by Research Councils UK with support from The Wellcome Trust