Monthly Archives: October 2016

On What Authority? – Considering Implicit Messages in Our Teaching

Posted on October 31, 2016 by Diana White

By Brian Katz, Augustana College I think that mathematics draws in some people and repels others in large part because of the distinctive role of authority in our discipline and teaching, especially when we act as content experts and discussion … Continue reading →

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Creating Momentum Through Communicating Mathematics

Posted on October 17, 2016 by Ben Braun

By Matthias Beck, San Francisco State University, and Brandy Wiegers, Central Washington University Given five minutes, can you turn to the person next to you and describe your research? How about over 15 minutes in front of a class of … Continue reading →

Posted in Classroom Practices, Graduate Education, K-12 Education, Outreach, Research, Student Experiences | Tagged , , , , | 1 Comment

Conventional Courses are Not Enough for Future High School Teachers

Posted on October 3, 2016 by Art Duval

By Yvonne Lai, University of Nebraska – Lincoln and Heather Howell, Educational Testing Service Consider how you would respond to two different versions of a question. In the first, you are asked to solve a high school mathematics problem. In the second, some high … Continue reading →

Posted in Curriculum, K-12 Education | Tagged , , | 1 Comment