Tag Archives: Conceptual Understanding

Inverse Functions: We’re Teaching It All Wrong!

By Frank Wilson, Chandler-Gilbert Community College; Scott Adamson, Chandler-Gilbert Community College; Trey Cox, Chandler-Gilbert Community College; and Alan O’Bryan, Arizona State University What would you do if you discovered a popular approach to teaching inverse functions negatively affected student understanding … Continue reading

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The Second Year of “On Teaching and Learning Mathematics”

By Art Duval, Contributing Editor, University of Texas at El Paso Another year has flown by, and so it is once again a good time to collect and reflect on all the articles we have been able to share with … 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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Reading Articles in Mathematics Education – It’s Not Just for Prospective Teachers!

By Elise Lockwood, Contributing Editor, Oregon State University. When I teach classes for pre-service teachers, I typically have the students read and discuss a math education article about the teaching or learning of content they may eventually teach. This may … Continue reading

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