Category Archives: Assessment Practices

Theory into Practice: Growth Mindset and Assessment

By Cody L. Patterson, University of Texas at San Antonio Several years ago, I took up running. At first, I wasn’t particularly good at it, but I persisted: about two or three times each week, I would go for a … Continue reading

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What is an Experimental Math Course and Why Should We Care?

By: Lara Pudwell, Valparaiso University What is the first meaningful mathematics problem you remember solving? For me, it was the nine dots, four lines puzzle. When my fourth grade teacher assigned it as an extra credit problem, I spent several … Continue reading

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The Inefficiency of Teaching

By Gavin LaRose, University of Michigan It could be the punchline of a joke that at any given college or university, at some point, the administration will lean on departments to be more “efficient” by teaching classes in larger sections, or … Continue reading

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Does the Calculus Concept Inventory Really Measure Conceptual Understanding of Calculus?

By Spencer Bagley, University of Northern Colorado; Jim Gleason, University of Alabama; Lisa Rice, Arkansas State University; Matt Thomas, Ithaca College, Diana White, Contributing Editor, University of Colorado Denver (Note: Authors are listed alphabetically; all authors contributed equally to the preparation … Continue reading

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Learning Mathematics in Context with Modeling and Technology

Dr. Brian Winkel, Professor Emeritus, Mathematical Sciences, United States Military Academy, West Point NY USA and Director of SIMIODE. I cannot accept that mathematics be taught in a vacuum. Yes, mathematics is beautiful, be it pure or applied. However, in … Continue reading

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Believing in Mathematics

By Benjamin Braun, Editor-in-Chief, University of Kentucky In my experience, many students in K-12 and post-secondary mathematics courses believe that: all math problems have known answers, failure and misunderstanding are absent from successful mathematics, their instructor can always find answers … Continue reading

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A Framework for Integrating Conceptual and Procedural Understanding in the First Two Years of Undergraduate Mathematics

By Karen Keene and Nicholas Fortune, North Carolina State University One common instructional approach during the first two years of undergraduate mathematics in courses such as calculus or differential equations is to teach primarily analytic techniques (procedures) to solve problems and find … Continue reading

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Learning Mathematics through Embodied Activities

By Hortensia Soto-Johnson, Professor, School of Mathematical Sciences, University of Northern Colorado Those of us who teach mathematics know that students struggle writing the symbolism of mathematics even through they can articulate some of the concepts behind the symbolism. Those … Continue reading

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Social Media as a Teaching Resource

By Drew Lewis, Assistant Professor, Department of Mathematics, The University of Alabama Like many mathematicians, the only formal training I have received as a teacher was in graduate school.  After a one semester seminar on teaching, I was set loose … Continue reading

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Don’t Count Them Out – Helping Students Successfully Solve Combinatorial Tasks

By Elise Lockwood, Contributing Editor, Oregon State University Introduction Solving counting problems is one of my favorite things to do. I love the challenge of making sense of the problem, the work of correctly modeling what I am trying to … Continue reading

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