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The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.
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Recent Posts
- Pre-Service Mathematics for Elementary (and Secondary) Teachers: a third essential element
- Some thoughts about epsilon and delta
- Understanding in Calculus: Beyond the “Sliding Tangent Line”
- Precise Definitions of Mathematical Maturity
- Everyone Can Learn Mathematics to High Levels: The Evidence from Neuroscience that Should Change our Teaching
Monthly Archives: October 2016
On What Authority? – Considering Implicit Messages in Our Teaching
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
Posted in Classroom Practices
Tagged authority, pedagogy, Perry model, student development
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Creating Momentum Through Communicating Mathematics
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 GK-12, graduate students, math circle, NSF, outreach
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Conventional Courses are Not Enough for Future High School Teachers
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 Curriculum, preservice teachers, teacher training
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