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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
- Bridging Cultures: An Iranian Woman from an Historically Black College Teaching in a Prison in the US
- The Choice to go Asynchronous: Discussion Board Based IBL
- MATH ON THE BORDER: Working with unaccompanied migrant children in Federal custody
- Reflecting on mathematics as the art of giving the same name to different things (Part 2): Averages finite and continuous
- THE ZOOM ROOM: Vignette and Reflections About Online Teaching
Author Archives: msaul
Bridging Cultures: An Iranian Woman from an Historically Black College Teaching in a Prison in the US
by Zeinab Bandpey (zeinab.bandpey@morgan.edu) Morgan State University, Baltimore, MD 21251 Prisoners are provided with a college education so that when they are released, they will adjust easily to society and won’t return to prison. I was fascinated by the idea … Continue reading
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The Choice to go Asynchronous: Discussion Board Based IBL
by Tien Y. Chih Montana State University, Billings Since the COVID-19 pandemic hit during the Spring of 2020, I’ve been nothing short of impressed and amazed at my colleagues’ resourcefulness and creativity in shifting their courses to an online modality. … Continue reading
Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, Mathematics Education Research, Online Education, Student Experiences
Tagged active learning, education, IBL, inquiry based learning, mathematical thinking, Mathematics Education
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MATH ON THE BORDER: Working with unaccompanied migrant children in Federal custody
The events recounted here happened in January 2020. The program described has been suspended during the COVID crisis. Perhaps there will be no need for it when the crisis is over. Nadia looked at me with big brown eyes and … Continue reading
THE ZOOM ROOM: Vignette and Reflections About Online Teaching
Mark Saul A child’s insight “I know how to find out how many divisors a number has. You factor it into primes….” Alejandro was with a virtual group of four enthusiastic ten year olds, in the midst of exploring a … Continue reading
Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, K-12 Education, Mathematics Education Research, Online Education, Outreach, Student Experiences
Tagged active learning, community, diversity, K-12 mathematics, mathematical practices, mathematical thinking, problem solving, productive struggle
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Writing Good Questions for the Internet Era
Jeff Suzuki CUNY Brooklyn The forced conversion to distance learning in Spring 2020 caught most of us off-guard. One of the biggest problems we face is the existence of free or freemium online calculators that show all steps required to … Continue reading
Active Learning and the Transformation of a Graduate Student Instructor
by Sarah Hagen Recently as a graduate student I taught a week-long boot camp for incoming mathematics graduate students at Oregon State University. It was my first foray into teaching under the active learning model and it was a completely … Continue reading
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Online learning in the time of Coronavirus: Tips for students and the instructors who support them
Abbe Herzig, AMS Director of Education In the midst of the upheaval due to the Coronavirus, students and faculty are transitioning to new virtual classrooms. Many of us haven’t chosen to learn or teach, but here we are, making the … Continue reading
The Future of Enrichment: Math Contests or Math Circles?
by Doug O’Roark Executive Director, Math Circles of Chicago The New York Times recently published an article entitled “The Right Answer? 8,186,699,633,530,061 (An Abacus Makes It Look Almost Easy)”. Its lead photograph features over 100 children seated at desks, facing … Continue reading
The Dysfunction of Functions in Abstract Algebra
Kathleen Melhuish & Kristen Lew Texas State University “[Functions] are completely different, which is what makes this course so challenging.” – Abstract Algebra Student Functions are hard for students, even students in abstract algebra courses. Even if students have seen … Continue reading
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Precise Definitions of Mathematical Maturity
[This contribution was originally posted on April 15, 2019.] By Benjamin Braun, University of Kentucky The phrase “mathematically mature” is frequently used by mathematics faculty to describe students who have achieved a certain combination of technical skills, habits of investigation, … Continue reading
