Search Results for: teaching mathematics conceptually

Teaching Mathematics Conceptually: An Example

Posted on March 4, 2019 by alcuoco

By Roger Howe I have been worrying a lot about mathematics education for over a quarter century now. While many university mathematicians who get involved in mathematics education focus on the need for new teaching methods, I have been drawn … Continue reading →

Posted in testing | 1 Comment

Inverse Functions: We’re Teaching It All Wrong!

Posted on November 28, 2016 by Art Duval

By Frank Wilson, Chandler-Gilbert Community College; Scott Adamson, Chandler-Gilbert Community College; Trey Cox, Chandler-Gilbert Community College; and Alan O’Bryan, Arizona State University What would you do if you discovered a popular approach to teaching inverse functions negatively affected student understanding … Continue reading →

Posted in Classroom Practices | Tagged , | 41 Comments

A K-pop dance routine and the false dilemma of concept vs. procedure

Posted on August 18, 2020 by Ben Blum-Smith

By Ben Blum-Smith, Contributing Editor For reasons that will not be considered here, I recently learned this dance: Although I have no background in any style of dance, I can now do the whole thing, start to finish. I am … Continue reading →

Posted in Classroom Practices, Student Experiences | 7 Comments

Some thoughts about epsilon and delta

Posted on August 19, 2019 by Ben Blum-Smith

By Ben Blum-Smith, Contributing Editor The calculus has a very special place in the 20th century’s traditional course of mathematical study. It is a sort of fulcrum: both the summit toward which the whole secondary curriculum strives, and the fundamental … Continue reading →

Posted in Faculty Experiences, Mathematics Education Research, Student Experiences | Tagged , , , , , , , , | 6 Comments

Comparing Educational Philosophies

Posted on September 15, 2018 by aserenevy

I have recently heard several mathematicians claim that the educational philosophies of Math Circles and the Inquiry Learning Community are essentially the same. I disagree. I will contrast the differences between these two approaches, along with two other common educational … Continue reading →

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

Does the Calculus Concept Inventory Really Measure Conceptual Understanding of Calculus?

Posted on July 25, 2016 by Diana White

By Spencer Bagley, University of Northern Colorado; Jim Gleason, University of Alabama; Lisa Rice, Arkansas State University; Matt Thomas, Ithaca College, Diana White, Contributing Editor, University of Colorado Denver (Note: Authors are listed alphabetically; all authors contributed equally to the preparation … Continue reading →

Posted in Assessment Practices, Classroom Practices, Education Policy, Research | 2 Comments

What is Early Math and Why Should We Care?

Posted on November 10, 2015 by Ben Braun

By Jennifer S. McCray, Assistant Research Scientist and Director of the Early Math Collaborative at Erikson Institute Effective early childhood math teaching is much more challenging than most people anticipate.  Because the math is foundational, many people assume it takes … Continue reading →

Posted in Classroom Practices, Early Childhood, Education Policy | Tagged , , , | 9 Comments