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Monthly Archives: May 2016
Thick Derivatives
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
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
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
Posted in Assessment Practices, Classroom Practices
Tagged Conceptual Understanding, Differential equations, procedural knowledge
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