Monthly Archives: May 2016

Thick Derivatives

Posted on May 31, 2016 by Elise Lockwood

by Tevian Dray, Professor, Department of Mathematics, Oregon State University One of the iconic messages of the calculus reforms that took place in the 1990s is the “Rule of Four,” emphasizing the use of multiple representations: algebraic, geometric, numeric, and verbal. But … Continue reading →

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Believing in Mathematics

Posted on May 16, 2016 by Ben Braun

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

Posted on May 2, 2016 by Diana White

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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