Monthly Archives: June 2014

On Being a Friendly Mathematician

By Art Duval, Contributing Editor, University of Texas at El Paso Almost fifteen years later, Lucy Michal still remembers the exact words Phil Daro told the leaders of the El Paso Collaborative for Academic Excellence as they were preparing to … Continue reading

Posted in Outreach | Tagged , | 1 Comment

Teaching Practices Between and Beyond All Lecture and All Student Discovery

By Benjamin Braun, Editor-in-Chief, University of Kentucky. This post is inspired by an article by Karen Marrongelle and Chris Rasmussen [1], in which they discuss the false dichotomy between all lecture and all student discovery as the two exclusive teaching … Continue reading

Posted in Assessment Practices, Classroom Practices | Tagged , , , | 2 Comments

Striking the Balance Between Examples and Proof

By Elise Lockwood, Contributing Editor, Oregon State University. As an undergraduate, it was easy for me to assume that as my professors conducted mathematical research, beautiful, complete proofs came to them in moments of epiphany. Their work was mysterious to … Continue reading

Posted in Classroom Practices | Tagged , , , | 2 Comments

Transformation of a Math Professor’s Teaching

By Jerry Dwyer, professor in the Department of Mathematics & Statistics and Director of the Science, Technology, Engineering and Mathematics Center for Outreach, Research & Education (STEM-CORE) at Texas Tech University. This essay describes the changes that have taken place in … Continue reading

Posted in Assessment Practices, Classroom Practices | Tagged , , , | 5 Comments

Welcome to “On Teaching and Learning Mathematics”

By The Editorial Board. There are major changes afoot in both K-12 and postsecondary mathematics education.  For example, the widespread adoption of the Common Core State Mathematics Standards [5] has been a focal point for everyone involved in K-12 education … Continue reading

Posted in Communication, Education Policy | Tagged , | 2 Comments