Author Archives: Diana White

Sustaining the Energy and Maintaining the Growth

Posted on February 5, 2018 by Diana White

I often start out each semester eager to try a few new things in the classroom, or to pay particular attention to certain aspects of my teaching.  As the semester progresses, I often find myself slipping into the pattern of … Continue reading →

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On the Culture of Making Things

Posted on November 13, 2017 by Diana White

By Nicholas Long, Stephen F. Austin State University In one of life’s weird coincidences, when I moved to a small town in East Texas to start my academic career at Stephen F. Austin State University (SFA) ten years ago, I … Continue reading →

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Our Responsibility – Our Opportunity: Mathematical Habits of Mind

Posted on May 15, 2017 by Diana White

By Brigitte Lahme, Professor, Sonoma State University Every university instructor would be thrilled if their students came to their mathematics classes with the ability to make viable arguments and to critique the reasoning of others; if their inclination were to … Continue reading →

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Student Evaluations Ratings of Teaching: What Every Instructor Should Know

Posted on April 17, 2017 by Diana White

By Jacqueline Dewar, Loyola Marymount University What happens to the data from your teaching evaluations? Who sees the data? Are your numbers compared with other data? What interpretations or conclusions result?  How well informed is everyone, including you, about the … Continue reading →

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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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The Inefficiency of Teaching

Posted on September 6, 2016 by Diana White

By Gavin LaRose, University of Michigan It could be the punchline of a joke that at any given college or university, at some point, the administration will lean on departments to be more “efficient” by teaching classes in larger sections, or … Continue reading →

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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 →

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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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Learning Mathematics through Embodied Activities

Posted on February 8, 2016 by Diana White

By Hortensia Soto-Johnson, Professor, School of Mathematical Sciences, University of Northern Colorado Those of us who teach mathematics know that students struggle writing the symbolism of mathematics even through they can articulate some of the concepts behind the symbolism. Those … Continue reading →

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Connections between Abstract Algebra and High School Algebra: A Few Connections Worth Exploring

Posted on December 10, 2015 by Diana White

by Erin Baldinger, University of Minnesota; Shawn Broderick, Keene State College; Eileen Murray, Montclair State University; Nick Wasserman, Columbia University; and Diana White, Contributing Editor, University of Colorado Denver. Mathematicians often consider knowledge of how algebraic structure informs the nature … Continue reading →

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