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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. The opinions expressed in the posts on this blog are the views of their individual author(s) and do not necessarily reflect the views and opinions of the American Mathematical Society
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Recent Posts
Author Archives: Diana White
Sustaining the Energy and Maintaining the Growth
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
On the Culture of Making Things
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
Posted in Classroom Practices, Communication, Faculty Experiences
Tagged art, culture, making, software, technology
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Our Responsibility – Our Opportunity: Mathematical Habits of Mind
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
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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The Inefficiency of Teaching
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
Does the Calculus Concept Inventory Really Measure Conceptual Understanding of Calculus?
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
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
Learning Mathematics through Embodied Activities
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
Posted in Assessment Practices, Classroom Practices
Tagged active learning, embodied cognition, geometry, preservice teachers
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Connections between Abstract Algebra and High School Algebra: A Few Connections Worth Exploring
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
