ucl2512 / 6100 maths magazine amended v2 layout 1 · 2019-11-15 · analysis pdes and integral...

MATHEMATICS#TheUCLanExperience

uclan.ac.uk/maths

Find out more:

StudyAtUCLan

@UCLanMaths

FRIENDLY ENVIRONMENT. ALL AREAS OF MATHS TAUGHT:PURE APPLIED AND STATISTICS.PATHWAYS FOR TEACHING,INDUSTRY AND FURTHER STUDY.

UCL2512 / 6100 Maths Magazine_amended V2_Layout 1 18/07/2018 12:31

MATHSDEGREES

TEACHINGENVIRONMENT

MATHS GROUPENJOY TRIP TOBARCELONA

STUDENTSPOTLIGHTHANNAHOWEN

WILD INWALES

UCLAN IS A PERFECTMATCH FORMATURESTUDENT

STUDENTSMATHSSOCIETY

SPRINGBOARDTO TEACHINGMATHEMATICS

RESEARCHINTERNSHIPS

03-05 06-07 08

11 12

17

14-15

STAFF Q&A

16

10 09

02

GRADUATECAREERS

MEET OURGRADUATES

THE UCLANEXPERIENCE

STARTSHERE...18 19


You will study the three areas of mathematics; pure, applied and statistics.This gives a solid background and broad experience, knowledge and skills

that can be transferred to teaching, industry or further study.

You’ll have the opportunity tocomplete an individual project in

your final year under the guidanceof a supervisor, to investigate

in-depth an area or application ofmathematics that particularly

interests you.

You could have the opportunity to take part in UCLan’s

undergraduate researchinternship scheme, where you can

work on ground-breakingmathematical research projects

during your summer vacations.

Our degrees are accredited by the Institute of Mathematics and itsApplications (IMA) to meet the educational requirements of the

Chartered Mathematician designationwhen followed by subsequent training

and experience in employment.

You’ll find the atmosphere at UCLan friendly, the staffapproachable and encouraging, and your study of

mathematics interesting, innovative and above all, relevant.

Our programmes cover all the main areas of mathematics, alongwith selections from a diverse range of mathematical specialities.

To find out when our

take place go touclan.ac.uk/opendays

Open Days

03

Find out more:

StudyAtUCLan

@UCLanMaths

Study at UCLan and you will gain adeeper understanding of mathematics- the most fundamental of allsubjects - and its applications.

How to find usUCLan’s mathematics degrees are taught at our main campus, in thecity of Preston in the heart of Lancashire. The campus is convenientlysituated within walking distance of Preston railway station, whichsits on the West Coast Main Line and benefits from direct rail linksnorth to Glasgow and south to London and to Manchester Airport.The campus is also a short drive from the M6 motorway.

or for

APPLICANT DAYS

uclan.ac.uk/applicants


MATHSDEGREES

04

Find out more:

StudyAtUCLan

@UCLanMaths

MMath (Hons) MathematicsUCAS Code G102

Prepare yourself for more advanced scientific or professional careers with an extrayear’s study to deepen your understanding ofpure and applied mathematics. For the first threeyears you will follow the BSc Mathematicsprogramme. In the additional fourth year, as wellas learning more advanced mathematical topics,you will learn to study in a more independentfashion and will further develop yourtransferable skills.

You’ll be taught in a friendly and encouragingatmosphere, by staff with doctoral researchdegrees, from mathematically diversebackgrounds. Get the benefit from small intimateclass sizes, giving you regular opportunities forhelp and support from your tutors. The MMathdegree not only enables you to apply for morespecialised careers, it is also the perfect steppingstone towards studying for a PhD.

BSc (Hons) MathematicsUCAS Code G100

This degree will develop your skills andknowledge over a broad range of mathematicaldisciplines. It will equip you with a thoroughoverview of modern mathematics, exploring arange of topics from pure and appliedmathematics to statistics. We place an emphasison the key skills of mathematical reasoning,covering the fundamentals of mathematics inlectures and workshops, along with problem-solving activities, group work and computer labsessions. You’ll also develop transferable skills inother areas such as report writing andpresentations.

For a full-time student, the BSc (Hons)Mathematics degree is completed over the courseof three years. The range of options available isshown in the schematic on pages 6 and 7 – Years1, 2, and 3 are included in this degree, and youcomplete six modules each year. A number ofcompulsory modules ensure that all studentshave the same basic knowledge and skills, andoptional modules allow students to specialise inareas that are of particular interest to them.

Mathematics (Foundation Entry)

We also offer a foundation route to the BSc and MMath degrees. If you’re coming from a non-standardmathematical background, or your A Levels don’t quite go as planned, then the foundation degree might befor you. You would take an extra year at the beginning of your studies to prepare you for a BSc or MMathdegree. You take modules in mathematics and physics or computing to be prepared to hit the groundrunning the following year. Degree completion rates rates for students who successfully complete thefoundation year are high, so this is a great way to enter the mathematics degree programme!

During your studies, you can switch between thethe BSc and MMath degree schemes, so successful

BSc students can extend their studies by one year and progress onto the MMath.


Algebra is the study of the properties of numbers, matrices and polynomials. It is used in sending secretmessages, investigating the structure of crystals, and understanding machine languages.

The degrees cover six key areas of mathematics in depth. In your firstyear you learn the basics of all six areas, but later on you can specialisein the areas which interest you most.

WHA

T’SIN

VOLV

ED?

Algebra

Computational Mathematics

Statistics

Analysis

AppliedMathematics

Algebra

05

Analysis is the study of sequences, series, and functions, and the idea of limits (looking at the infinitelylarge and the infinitesimally small). This is the branch of mathematics that explains why calculus works.

Analysis

Calculus considers how things change over time – differential equations are used to model a wide rangeof real-world problems.

Calculus

Applied Mathematics covers the applications of calculus. Many applied maths modules concernmechanical systems, but the field also includes areas like mathematical biology, where you can studyproblems such as the spread of infectious diseases.

Applied Mathematics

Computational Mathematics concerns the applications of computers to solve mathematical problems.This involves learning to use computers, but also understanding how computers do maths.

Computational Mathematics

Statistics is the study of how large data sets can be analysed and interpreted to give us informationabout the world.

Statistics

CALCULUS


06

TEACHING ENVIRONMENT

The full list of options indicated may not all be delivered every year.

MM

ATH

BSc

(Hon

s)

Algebra Analysis Calculus

Advanced Algebra

Fields andGalois Theory

AlgebraicStructures

Introduction to Algebra and LinearAlgebra

Introduction to Real Analysis

Functions,Vectors andCalculus

It

Cryptology Further RealAnalysis

OrdinaryDifferentialEquations

VectorCalculus

LaHM

Logic ComplexAnalysis

PDEs andIntegralTransforms

F

Graph Theory Topology SIa

C

C C

C C

MC

MCMC MC

MATHEMATICS MMATH (HONS) AND B

Mathematics is taught through a variety of lectures (typically 20 to 70 students),tutorials, examples classes, and practical computer classes.

L7

L6

L5

L4


07Each module contains a mix of some of these appropriate to the particular topic. A typical first-yearmodule has three contact hours each week throughout the university year. This could for example be a two-hour lecture followed by a one-hour tutorial, or a one-hour lecture followed by two hours in acomputer lab learning practical skills.

There are many opportunities for students who need extra academic support. All lecturers are happy totalk to students about problems in class, and for particular difficulties one-on-one meetings with lecturers are available. Assessment is by a combination of coursework and examinations, depending onthe modules selected. Coursework assessments include a mixture of project work, formal writtenassignments, and oral presentations. All UCLan mathematics lecturers have doctoral research degrees,and are experts in their fields, which range from pure mathematics (eg, algebra, model theory) to appliedmathematics (eg, acoustics).

C compulsory module

Applied Maths Numerical Statistics Placements Projects

Introduction to Mechanics

ComputationalMathematics

Introduction to Probabilityand Statistics

Lagrangian and HamiltonianMechanics

NumericalAnalysis

FurtherStatistics

MathematicsIndustrialPlacement Year

Fluid Dynamics MathematicalBiology

AdvancedNumericalAnalysis

Time Series and OperationalResearch

UASMathematicsTeachingPlacement

MathematicalModelling

Stability,Instability and Chaos

Mathematics of Waves

Special Topics

MC compulsory for MMath MX disallowed for MMath

C C C

BScMathematicsProject

MX

D BSC (HONS) DEGREE SCHEMES

CHOOSE ONE OF THESE


Our studentsbelieve we have the bestcommunity inthe UK! With94% we are top!

NATIONALSTUDENTSURVEY2017

08

We are ranked top in the UK in a variety of categories,the following have a 100% result:

• Changes to the course has been communicated effectively

• Fair assessment and timely feedback.• Staff provides good academic advice

UCLan Mathematics ranked 12th in the UK and topin the North West for overall satisfaction, with animpressive 94.4% rating.

Maths group enjoy trip to BarcelonaThirty students who are part of theMathematics Society and the PhysicsSociety visited Barcelona, Spain, for a three-day trip, funded by the UCLanInternational Travel Fund.

The group had the opportunity toexplore this spectacular city and visit allthat it had to offer, becoming submergedinto the local culture. The first day beganwith a walk to Park Güell, which isfamously known as Gaudi’s canvas forhis artistic work. It was a great chanceto get a feel for the city under glorioussunlight. The second day was packedwith visiting Barcelona Cathedral, LaSagrada Família and Port Vell. It wasamazing to see the precise work thathad gone into building some of thesestructures, with glass displaying adifferent range of colours depending on the movement of the Sun.

On the final day, all 30 studentstravelled to CosmoCaixa, the Barcelonascience museum, in which there wasplenty to see and discover. Theinteractive nature of the place let usdive into DNA, as well as calculate ourbacteria mass. The highlights ofCosmoCaixa include the spiral walkway which housed a 30-metre-highAcariquara tree from the Amazonregion and the large rainforest, in which the weather constantly changed.We were able to learn about waves,pendulums and even had the chanceto produce a sand storm or touch theeye of a tornado. There were also manyother interesting experiments whichutilised water, as well as many optic and acoustic experiments.

We ended the trip with a visit toBarceloneta beach, where we had a

competitive game of football, beforewatching the Europa League finalduring a closing meal before headingback to the hostel.

Commenting on the visit, studentRimsha Tariq said:

“I am so glad we were giventhe chance to plan anamazing trip. In just threedays, we managed to seeand do so much, and moreimportantly, everyone had a great time. It succeeded in fuelling our interest intomathematical applications,whilst also bringing uscloser as a cohort.”


Find out more:

StudyAtUCLan

@UCLanMaths

In the first year the whole cohort goes for a three-dayresidential retreat in Wales, working together in themountains. The PASS (Peer Assisted Support Scheme)runs throughout the first year. In the weekly PASS sessionsecond and third year students organise activities to sharethe “tricks of the trade” they have learnt during their studies,and also help first year students with practical aspects ofthe course (finding resources, how to submit a good pieceof work etc.). The Maths Society also organises a variety ofsocial events. Everybody knows each other and it is easy tofind someone, whether a classmate, another student or alecturer for help when needed.

Dan is a first year student and shares his experience ofstarting the mathematics degree:

“I found it very easy to integrate as all the staffand lecturers are very friendly and helpfulwhenever I needed it. I think the most importantthing about settling down anywhere fromUniversity to a job is getting to know the peopleyou are going to be working with.

The Wales trip was brilliant at helping me andothers on my course get to know each other. I goclimbing together three times a week with thefriends I made there and always sit with them inclass. We liked it so much and had so much funwe would all go again if we could.

The PASS session one hour a week gives us amore casual place to sit and do work together, weshare each other’s perspectives on the problemsand concepts, and learning from each otherbecomes a social activity.

I have loved coming to UCLan. When I was goingon Open Days a lot of universities felt verybusiness-like: very formal and grey. But UCLanfeels such a colourful enthusiastic learningenvironment. The facilities to work in areexcellent: from the library to the large socialspace. And the lecturers are eager, enthusiasticabout their subject and always happy to help.”

Wild inWales

One of the best things about studyingMathematics at UCLan is the sense ofcommunity. The Maths team and thestudents have created plenty ofopportunities to help settling in anddoing things together: from arrival inWelcome week social events allowstudents to get to know each other andthe lecturers.

09


Why did you choose UCLan?

I chose UCLan because the mathematics course rankedwell in the Guardian university league tables - I think itwas sixth in the UK.

What is the teaching like on this course?

The lecturers gave us a talk at the beginning of thecourse and assured us we would need to work hard toearn our degree. I liked this because I wanted the courseto be challenging. We started with a recap of A Levelmaths, which was good because it helped everyonesettle in and relax. All the lecturers are reallyapproachable and the class sizes are fairly small so you’re encouraged to answer questions in the middleof a lecture.

Why should people study mathematics at UCLan?

Mathematics is a degree which is held in high esteem. Employers love it and it can open so many doors. It’s a difficult subject but very rewarding when you understand it.

What extracurricular opportunities have you got involved with?

I visited Italy in the summer between my second andthird year thanks to UCLan’s International Travel Bursary.We had to apply for the bursary and chose Italy becauseof its prominence in mathematical history. We visited theUniversity of Pisa and received a guided tour of theirmaths department. We had a lecture about the history of maths where Galileo will have taught and it was greatto see how maths is a universal language.

I’ve also set up myown business calledMyriad of Maths. I work part-time for MadScience which makes science fun forchildren in school or at birthday parties. Myriad of Maths will operate in a similar way. I create kits/lesson plans that present maths in a very fun way and am hoping to deliver these at after school sessions.

I'd have been lost if I tried this start-up without UCLan. I won the UCLan Entrepreneurship Award and received a £500 prize which helped me start the business. The enterprising department have been so helpful and I have regular meetings with them where they help me move the business forward. They also provide free office space.

What advice would you give to prospective students considering studying here?

Think about whether you want to live away from home or not. It’s a vital decision when thinking about university. I moved away from home, which was the best decision for me. I know people who stayed at home and regretted it but also have friends who live at home and love it because of the money they save.

BSC (HONS) MATHEMATICS

Hannah Owen

10

spotlight on


11

UCLAN’S A PERFECTMATCH FORMATURE STUDENT

SARAH MEDUSMMATH (HONS) MATHEMATICS

Find out more:

StudyAtUCLan

@UCLanMaths

Sarah decided to study at UCLan because she was impressed with thecourse content andbecause of the opportunityto take the MMath route,which wasn’t available atother universities she wasconsidering.

Reflecting on the decision, Sarah said: “I liked the look ofthe course content and I thoughtI would enjoy it more than whatwas being offered by otheruniversities. UCLan also offereda cryptology module whichreally interested me as it waswhat I wanted to study the mostand none of the other universitiesI looked at offered this.”

From the beginning of herstudies, Sarah has beenimpressed with the quality of the teaching and in particular the levels of staff support.

“The teaching hasbeen excellent. Thecourse is interesting,well delivered, verywell structured andcovers a wide range of topics. I like that the class size is quitesmall so the lecturersknow everyone and make sure that youare keeping on top of things.

“I'd been to a larger universitywhen I was younger and thelecturers had no idea whoanyone was, and you were lucky if you knew more than 10 students on your course.”

Away from the classroom, Sarahhas taken advantage of therange of opportunities availableto UCLan students and hasundertaken work experience inorder to boost her careerprospects after graduation.

She added: “I have tutoredstudents at Worden Academy,

who had requested that UCLanhelp their failing GCSE students.Since then I have been allowed to work in the school one day a week to gain some classroomexperience, which will help memove into teaching after mydegree.”


MATHS SOCIETY UCLAN’S MATHS SOCIETY WAS FOUNDED IN 2015 BY A GROUPOF STUDENTS FROM THE BSC (HONS) MATHEMATICSPROGRAMME AND PROVIDES STUDENTS FROM ALL COURSESWITH AN OPPORTUNITY TO SOLVE MATHEMATICAL PROBLEMS,ATTEND MATHS-RELATED EVENTS AND TO SOCIALISE WITHPEOPLE WHO SHARE A PASSION FOR MATHS.

Q. How many members are there?A. We currently have over 110members, even some studying non-mathematical related subjects,making us one of the largestsocieties at UCLan; everyone iswelcome.

Q. How often do you meet?A. The society has been extremelyactive this year, with weekly events tosuit everyone; including games orquiz nights as well as trips.

Q. What type of activities does theSociety participate in?A. We arranged a trip to MiltonKeynes and London to visit BletchleyPark, which tells the story of WorldWar 2 and how the Enigma machineworks. We then visited the NationalScience Museum and Natural HistoryMuseum and also enjoyed the WinterWonderland in Hyde Park. Morerecently, we planned a trip toBarcelona, in which we also invitedthe Physics Society.

Over the year we also welcomed twovisiting lecturers, who gave seminarson their field of research. Theseseemed to engage a lot of ourmembers and non-members, withover 120 people attending bothevents. We plan to host more eventslike these in the future.

Q. Does the Society run social events?A. Yes! In the last week of eachmonth, we participate in two pubquizzes, where members turn up toplay and socialise with each other.Throughout the year we also have anumber of events such as theHalloween movie marathon,Christmas meal and bowling. Ourfavourite to organise was the annualgames night, which involved teamscompeting in a range of games andpuzzles to win prizes, not to mentionthe free pizza!

Q. Do you fundraise? A. This year we held four fundraisersfor charities and the society. Eachyear, in collaboration with the PhysicsSociety, we hold a charity quiz andraffle to which everyone is welcome.We also held two successful bakesales, and also collected food andother donations such as gloves, hatsand toys to donate to the localfoodbank and homeless shelter. Over the year we raised over £500for charity.

Q. Are there opportunities to gainskills for the future?A. This year the society has startedan Outreach scheme, allowingmembers to deliver activities inschools to get young students excitedabout STEM subjects. These includea mini-course in cryptology and ateam game called ‘Little Z’, in which

students have to solve physical andmental puzzles using maths. We arecurrently working on creatinginternational links to promote mathsto students across the globe.

Q. What are the academic benefitsof joining the Society?A. We encourage all members tobring any maths related problemsthey have on their course to anyevent. We have members in all threeyear groups who are willing toprovide help and advice, which willbenefit their academic studies as wellas yours. Many courses at universityalso have statistics modules, so weare on hand to help anyone withqueries relating to this! Theseproblems form the basis ofdiscussion in our meetings and giveall members an open opportunity todevelop their maths skills.

Q. What is the best thing about beingpart of the Society? A. This society is a great way tointeract with brilliant people fromvarious backgrounds, and take part in exciting activities. I have reallyenjoyed the past two years as part of this society, as I have tried newthings and challenged myself. Ourmembers have enjoyed it so muchthat we were shortlisted for ‘Societyof the Year’ and ‘Academic Society ofthe Year’ at the Students’ Union andSocieties Awards 2017.

WE SPOKE TO CHAIRWOMAN, RIMSHA TARIQ TO FIND OUT MORE ABOUT THE SOCIETY.

12


UCLan hosts IMA lectures and avariety of other talks and seminars,which develop students’ broaderknowledge of mathematics, andintroduce them to additionalapplications of mathematics in avariety of specialist areas.

The IMA is one of the professionalbodies for mathematics in the UK. It draws its membership fromacademia, industry and educationand celebrated its 50th anniversaryin 2014. The mathematics degrees atUCLan are accredited by the IMA.

UCLAN PLAYS HOST TO PROFESSIONAL

MATHEMATICS SEMINARS

13

Recent talks include a presentation from Dr Paul Truman on the subject “To me, to you:the Three Pass Protocol”. Cryptography, i.e.sending and receiving messages securely, isused everywhere, just think of all the onlinebank transactions that you make. In traditionalcryptography the sender of a message uses akey to convert a message into a cypher, whichthen can be decrypted by the receiver usingthe same key. But for the receiver to have thekey there must have been a meeting with thesender; this is impractical when messages aresent worldwide between billions of differentpeople. The talk showed how these keys work and how mathematics has enabled thedevelopment of a method where users cancommunicate safely without having to meetand exchange keys.

UCLAN HOSTS AN INSTITUTE OF MATHEMATICS AND ITS APPLICATIONS (IMA) LECTURE EACH YEAR

IN DECEMBER, WHICH IS TYPICALLY AIMED AT A GENERAL AUDIENCE THAT ARE INTERESTED

IN MATHEMATICS.

Find out more:

StudyAtUCLan

@UCLanMaths

PUBL

IC

TALK

S


There is a nationwideshortage of mathematicsteachers – but a significantproportion of UCLan Mathsstudents pursue teaching as a career.

At UCLan we offer a third yearteaching placement module(Undergraduate AmbassadorScheme) to enable students to get ataste of teaching and to provideexperience necessary for teachertraining applications. There aremany other opportunities to workwith schools and younger studentsand develop key teaching skills.UCLan mathematics students havebeen very successful in securingplaces for teacher training aftergraduation and placements inschools.

There are bursaries and scholarshipsavailable to students that want to gointo teaching, and in 2018 three ofour placement students wonprestigious IMA MathematicsTeacher Training Scholarships

Lauren, one of the scholarshipwinners, has taken advantage ofmany of these opportunities. Shetells her story:

“I believe everyone has the ability toachieve what they want as long asthey have someone to motivate andinspire them, I would like to helpinspire the future generationthrough teaching.

I have been involved in a number ofeducational activities in schools,which include developing andrunning a cryptology mini-course;taking part in an event for high

school students visiting theuniversity; and running

sessions in different

high schools which aim to makestudents pique their interest inMathematics.

I have been a PASS (Peer AssistedStudy Sessions) leader. PASS focuseson helping to develop students’ability to work independently or asgroups, build confidence and reducedependence on the lecturer. Oftenone person’s weakness is another’sstrength and during PASS sessionsstudents can help each other to buildunderstanding and look atalternative approaches to tacklingproblems.

I have attended a number of schoolplacements (mostly through the UASMathematics teaching placement),which are necessary to enrol for aPGCE. Both the Outreach Programand PASS have allowed me to takecharge from the organisation to therunning of session, allowing me togain many skills such as timemanagement and confidence in myapproach.

I would recommend UCLan tosomeone interested in learningmathematics to teach as there is alarge amount on offer to help buildexperience and develop the skillsneeded to become a great teacher.”

14

“Three UCLan studentswin prestigious

IMA TeacherTraining

Scholarship”

SPRINGBOARDTO TEACHING

MATHEMATICS


UAS – INTERVIEWJAMIE RIMMINGTON

1. What is the University Ambassadors Scheme?The Undergraduate Ambassadors Scheme (UAS) givesundergraduate students the opportunity to study aclassroom-based module as part of their degree. Themodule comprises a placement in school, developingan educational project and developing an educationalproject and delivering it.

2. Why did you choose to do the UAS?My main motivation for taking part in this modulewas to gain an insight into the teaching profession. I have always been sure that I wanted to teach, but to have the opportunity to observe the differentchallenges faced by teachers and to learn about thedifferent teaching styles was one that I was keen tograsp.

Since I intended to apply for a PGCE, the moduleprovides participants with the requisite amount ofobservational hours that many providers ask of theirapplicants. As a result, the UAS has taken away theresponsibility of organising this, which can bedifficult.

3. What did you learn during your placement at ManchesterGrammar School?”My experience at Manchester Grammar School hastaught me so many things. First of all, the placementhas given me further assurance that teaching is thecareer for me. I have been able to observe a number ofteachers across a wide age range (Y6 – Y13), which hasshown me a variety of teaching methods. Anotherimportant aspect of teaching is classroom control.Having seen the different approaches to disciplineand control, I have realised that I would like to assert a calm authority over my classrooms, in the future, as opposed to raising my voice to regain control.

One of the main challenges a teacher faces is to keepthe whole class engaged with the lesson. I have seenthis achieved in several ways, often by introducing afun task, such as quizzes to cement learning. The rightto learn is one that all students are entitled to and thiswill only happen if they are participating in lessons.

4. Have you got a plan for the future after graduation?Following graduation, I intend to study a PGCE inSecondary Mathematics at Edge Hill University, with the goal of becoming a Secondary SchoolMathematics teacher. This has been a target of minesince my own time at High School and has beenfurther fuelled by my participation in this module.

5. What makes you want to teach?I believe that teaching is one of the most importantprofessions, as they are in a position to impact thelives of future generations. In this way, all teachershave a key input into future discoveries andadvancement of society. I relish the challenge ofinspiring students to pursue a career in mathematicsand achieve the same amount of enjoyment as myself.

6. Would you recommend a fellowstudent to take the UAS module?I would highly recommend the module to all students,not just those interested in teaching. There are manybenefits that are not just limited to one career path.

The placement allows you to develop many skills thatare transferrable to various careers. Organisationalskills, teamwork and the need to meet deadlines, as itis easy to become overloaded with work. In additionto this, the log book enables you to develop the skillsof analysis and evaluation, in reference to what hasbeen seen. Public speaking is a useful skill to developand the Project part of the module enables this. Theproject requires you to find an area of focus anddeliver some content to some students. For example,my own Special Project was based on the real worldapplications of the mathematical concepts we learn, as I felt that schools often neglect to share this.

Finally, the placement allows you to assess the prosand cons of the teaching profession. This is useful forprospective teachers or those who may be unsure oftheir next step after graduation.

15

Find out more:

StudyAtUCLan

@UCLanMaths


DR CHARLOTTE KESTNERLECTURER AND MODEL THEORY RESEARCH GROUP FOUNDER

Charlotte Kestner joined UCLan in 2012 and is aLecturer in Mathematics, teaching on both the BSc(Hons) and MMath (Hons) course. Since her arrival,Charlotte has founded the Model Theory ResearchGroup and spent time working in partnership withStellenbosch University in South Africa.

STAFF Q&A

16

Q. What teaching responsibilities do you have?A. I currently teach Numerical Analysis in the second year; thismodule is about developing computer programmes to help ussolve problems, which we cannot solve with pen and paper. In thethird year I teach Logic, which is very much related to my researchfield. This module is an introduction to the formal languages andModel Theory, covering various topics including the different sizesof infinites. In the fourth year I teach Topology, where we studyformal notions such as spaces and distances.

Q. What other activities does your role involve?A. I am also a researcher, and my interest is divided betweenModel Theory and Mathematical Education.

For the Model Theory side, I am one of the Lancashire andYorkshire Model Theory Seminar (LYMOTS) founders and theircurrent organiser. LYMOTS is a network funded by the LondonMathematical Society and has model theorists from the Universityof Leeds, University of Manchester and UCLan. We meet once perterm for research discussions where people present their currentresearch. In the summer we have a workshop, where openproblems in our research are highlighted and discussed. We thenwork in groups together to solve these problems in turn creatingnew collaborations.

In regards to Mathematical Education, I have noticed that manyhigh school students disengage with mathematics during thecourse of their studies. I am interested in making more studentsenjoy the beauty of mathematics, and I have worked with peoplefrom Outdoor Learning to create fun and engaging activities. I havealso developed the three-day residential course in Wales that allMaths students do in their first year. I have also undertakencomparative educational research with a focus on mathematicseducation in Benin, West Africa.

Q. How does your research feed into the undergraduate maths programmes?

A. Model Theory is a part of mathematical logic which analysesmathematical structures from a logic perspective, and thus hasapplications to many other areas. In particular, I studymathematical structures with notions of space and dimensions,and thus have strong links with Topology. Two high-level modules I teach (Logic and Topology) are informed by my own research,and I offer projects in the third and fourth years on morespecialised aspects of Model Theory, such as o-minimality.

Outside the standard programme I offer many opportunities tostudents interested in working in education. This has includedtravelling to Benin to work and engage with schools there.

Students who worked with me in my educational projects wantingto do a career in teaching, have been very successful afterwards insecuring training scholarships and teaching jobs.

Q. Can you tell us more about your work in Benin?A. I am part of a local Non-Profit Organisation called Servime,whose interest is education and alphabetization. Due to poverty,and lack of perspectives, many students drop out of school asearly as primary years, missing the chance to get educated andimprove their lives.

I went to the Atacora region of Benin with three mathematicsstudents for two weeks to work in schools. The main goal was toencourage children to continue their studies by showing theimportance of mathematics in real life. We also did a conferencewith university students and visited the sights of the country. I planto continue to work with the schools we visited and organise moretrips there in the future, giving my students a unique Africanexperience.

Davide Penazzi Lecturer in Mathematicsand Engagement Lead for Mathematics.

Davide Penazzi Joined UCLan in 2013 and is a lecturer in Mathematics. Teaching in both the BSc (Hons) and the MMath (Hons) courses. Since his arrival Davide has been researching in

Model Theory and has been developing educational activities for maths students at all levels.

We caught up with him to find out more about his work at UCLan.


Research Internships

17

Find out more:

StudyAtUCLan

@UCLanMaths

Each summer there areopportunities to take part in

UCLan’s undergraduate researchintern scheme, spending the

summer working closely with amember of staff on a researchproject. Experience what it is

like to undertake cutting-edgeresearch, developing a variety

of skills highly valued byemployers.

THOMAS KIRKThomas graduated in 2015with a first-class BSc (Hons)Mathematics degree. He is so passionate about mathsthat he wanted to go beyondstudying: becoming aresearcher and discovernew Mathematics!

He got a summer researchinternship in 2014 and, afterthat, he obtained a fullyfunded PhD position atUCLan. He has participatedin national andinternational conferences,been invited to speak atseminars, and spent a monthin Münster as part of hisstudies.

Thomas recalls his experience:

“My internship at UCLanprovided me with an insight intothe research environment. Beingexposed to work beyond lecturesand assignments was a breath offresh air, and allowed me toexperience a taste of life as aresearch student. I was giventime and resources to exploreareas of mathematics I had no

idea even existed whichcatapulted my enthusiasm forthe subject even further,cementing my desire to pursuepostgraduate education.”

“I believe that the structure of theinternship provided an excellentbridge for the gap betweenundergraduate mathematics andpostgraduate research.”

"Studying for a PhD at UCLan isa great experience. Solving newproblems is exceptionallyrewarding and the sense ofachievement and personalgrowth that comes from doingoriginal research is unparalleled.”


Graduate CareersMathematics graduates can be found throughout industry,business and commerce, in the public and private sectors,with large employers and in small organisations.Employers value the intellectual rigour and reasoningskills that mathematics students acquire, as well as theiranalytical approach to problem-solving.

18

Business & Operational ResearchManagement ConsultantLogisticsRetail Merchandiser/BuyerTransport PlannerHuman Resources OfficerBusiness Analyst

Who employsmathematicians?

Maths graduates are not always aware of theemployment opportunities available to them. A mathematics degree can open up a world

of career opportunities. Here’s a sample of the various sectors who employ

graduates with mathematical skills, but there are many,

many more.

The Natural & Life SciencesCartographerHydrographic SurveyorLand/Geomatics SurveyorHydrologistSeismic InterpreterPetroleum EngineerGeophysical Data ProcessorBiomathematicianMeteorologistOceanographerResearch Scientist (Maths)

Medicine & HealthStatisticianStatistical ProgrammerBiometristData AnalystBiomedical Engineer

IT & ComputersGame DesignerSoftware DeveloperMultimedia ProgrammerDatabase AdministratorApplications DeveloperIT ConsultantNetwork EngineerSoftware EngineerSystems Analyst/Developer

Insurance & RiskActuaryAnalystUnderwriterBrokerAccount ManagerClaims InspectorCredit AnalystPensions AdvisorFinancial Risk Analyst

Finance & BankingAuditorBankerChartered Public FinanceChartered AccountantTax Advisor/InspectorInvestment BankerFinancial AdvisorCity TraderMerchant BankerInvestment AnalystCorporate TreasurerCommodity Broker

Advertising & MarketingMarket ResearcherMarketingAdvertising Account PlannerSocial Researcher

EngineeringAerodynamicistAeronautical EngineerCommunications EngineerQuantity SurveyorPrincipal EngineerProject EngineerThermal/Structural Analyst

Civil ServiceDefence AnalystStatistical OfficerCryptologistOperational ResearcherStatistician

EducationTeacher/Lecturer ResearcherWidening participation

Type of Work for those in EmploymentHigher Education Statistics Agency's Destinations of Leavers from Higher Education survey (DLHE) examinefirst degree graduate destinations six months after they graduated. Results from 2014 for Mathematics show:

Based on data for 2013/14for students graduatingwith Mathematics degreesin England and Wales.

Find out more:

StudyAtUCLan

@UCLanMaths

Top 10 industrial sectors entered by mathematics leavers entering professional-level employment:

1. Education (14.8%)2. Legal and Accounting (14.6%)3. Financial Services (13.3%)4. Computing and related activities (10.0%)5. Insurance (5.2%)6. Public administration and defence (3.7%)7. Retail (3.6%)8. Activities auxiliary to financial

services (3.3%)9. Advertising and market research (3.0%)10. Employment (2.0%)

Top 10 occupations entered by mathematics leavers entering professional-level employment:

1. Finance (12.6%)2. Accountants (10.4%)3. Programmers and software development (8.3%)4. Business and associate professionals (8.0%)5. Management consultants and analysts (5.8%)6. Secondary education teaching

professionals (5.7%)7. Actuaries (5.4%)8. Teaching and other educational

professionals (3.9%)9. Financial and accounting technicians (2.4%)10. Marketing professionals (2.4%)

*Information sourced from IMA careers website.

A recent study ranks maths graduatesthird (after medicine/dentistry and

economics graduates) for salariesSource: Institute to Fiscal Studies


Meet ourGraduates

SHABAZ BHATTIBSc (Hons) Mathematics, 2015 graduateFlight Coordinator – London Heathrow

“I always had a passion for mathematicsand wanted to study it at degree level.

Since I graduated, I wanted to find acareer within the aviation industry (a passion of mine) but also havemathematics involved. Hence I gotmyself a role as a Flight Coordinatorfor Heathrow Airport. I allocate airportslots to airlines around the world tooperate at Heathrow. An airport slot isa permission given by a coordinator to an airline to use the infrastructureand facilities of a level 3 coordinatedairport. This role allows me to managedemand and capacity to fully utilise, tomaximum efficiency, the constrainedinfrastructure of Heathrow Airport.

My degree has helped enormously!The vital skill that studyingmathematics at UCLan gives to itsgraduates is logical thinking. This skillhelps in all walks of life as it makes you stand back from a problem and‘think out of the box’ (a phrase allmathematics lecturers used to use).

I will always remember our trip toToulouse (France) in our second year!This was a fantastic opportunityprovided by UCLan for students to goand see first-hand mathematics in real-life. That trip was a very goodmotivator as it was first-handexperience of the variety of rolesmathematics can offer.

I would definitely recommendstudying at UCLan, because of therange of opportunities and the qualityof the course delivery. What I reallyliked was the fact that students couldcarve the path of their own studies totheir own desires. The mathematicsdepartment worked hard to create theperfect timetable and provide helpwhenever the student required. Thelecturers were very friendly andwelcoming.”

In the past few years, UCLan mathematics graduateshave gone into a number of the “usual” mathematicalcareers, including actuarial work and accounting,banking graduate schemes, teaching, and furtherstudy (including MSc and PhD study). A number ofour graduates have pursued other, more surprisingcareers, including NHS management, criminalinvestigation in the police, working in the powergeneration industry, and roles in the charity sector.

SIMON McCORMICKBSc (Hons) Mathematics, 2015 graduateSenior Pricing Analyst – Co-op insurance

“I’ve always loved maths from a young age and wanted to be able to use my degree in my day to day work after graduating. Maths has so many applicationsand the UCLan course offered a good mix of pure andapplied mathematics to give me a broad knowledge ofhow maths can be used in different industries.

I’ve always been interested in the predictive power ofmaths, how certain events and behaviours can bebrought down to algorithms and trends. Working inmarketing was a big eye opener into how much abusiness relies on good statistics to empower its decisionmaking, and this along with a mix of the good ethics thatthe Co-op brings to the industry, cemented my decision in working for the company.

After graduation, I worked in marketing analytics inLondon before moving to a mathematical modelling rolefor the Co-op, where I worked on the motor and homeinsurance pricing models. Within my first year and a halfI successfully launched a new piece of software with theCo-op and got promoted to a senior role.

I now manage the upkeep of pricing and risk modelsusing historical claims and market data, allowing thecompany to price insurance in a profitable and fair wayfor our customers and business needs. I also oversee thework of Junior Analysts and make recommendations onsegments of the market to change prices in.

Maths opens so many doors in terms of career optionsthat I can’t recommend it as a course enough, even ifyou’re not sure about what you want to do after graduatingthe varied topics of the course can offer a great insightinto the many things you can move onto with maths.Data is becoming bigger than ever and most employersoffer training to apply your maths knowledge to datascience! Apart from my studies, the people I met and thetime spent in and around Preston were my favouritetimes. It was my first time living away from NorthernIreland and pretending to be an adult and I really felt athome at UCLan.”

19


We’re investing seriousmoney in your educationwith our multi-millionpound Campus Masterplan

Compact city centre campus - shops, bars and restaurants on your doorstep

TEAM UCLAN IS THEHOME TO OVER 50

STUDENT SPORT CLUBS

FREE SPORTS MEMBERSHIP TO OUR £13M SIR TOM FINNEY SPORTS CENTRE ON CAMPUS

University of Central Lancashire, Preston, Lancashire, PR1 2HE

Course Enquiries:+44 (0)1772 [email protected]

StudyAtUCLan

@UCLanMaths

University of Central Lancashire

In compiling this guide, all reasonable care has been taken to ensure its accuracy at the time of printing (July 2018). We hope you arehappy with your UCLan experience; if not we have a complaints procedure in place, please visit uclan.ac.uk/studentcontract.

6100 07/18

THE UCLAN EXPERIENCESTARTS HERE...

WELCOME TO THE UNIVERSITY OF CENTRAL LANCASHIRE

Preston awarded‘safe’ city status for nights out

ONLY A 25-MINUTEDRIVE TO THE BEACH AND BRIGHT LIGHTS OF BLACKPOOLOver 93% of our

graduates areemployed within sixmonths of graduatingHESA 2016

FANTASTIC LIBRARYFACILITIES AVAILABLE24/7 DURING TERM TIME

Our Students’ Unionhas over 150 clubs and societies - you caneven form your own!

Preston is the best place tolive and work in the North

West according to the GoodGrowth for Cities Index

UCLAN IS RANKED IN THE TOP 3.3% OF UNIVERSITIES IN THE WORLD - Centre for World University Rankings 2017 (CWUR)


ucl2512 / 6100 maths magazine amended v2 layout 1 · 2019-11-15 · analysis pdes and integral...

Documents