Author Archives: msaul

Two More Teaching Vignettes

Posted on June 16, 2019 by msaul

For this month’s blog post, I offer two more vignettes from my classroom experience.  My intention, as in the last column, is to communicate what I think of as the essence of teaching, which is the emotional—not just intellectual—bond between … Continue reading →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, K-12 Education, Mathematics Education Research | Tagged , , , , , | 1 Comment

Two Teaching Vignettes

Posted on June 3, 2019 by msaul

As the Spring term ends, I thought I’d share with readers two vignettes from my teaching career.  The intention is for us to remember how much of teaching is the emotional connection between student and teacher.  For me, this is … Continue reading →

Posted in Advising, Classroom Practices, Communication, Faculty Experiences, K-12 Education, Mathematics Education Research | Tagged | 1 Comment

Precise Definitions of Mathematical Maturity

Posted on April 15, 2019 by msaul

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, persistence, and conceptual understanding. This is often used both … Continue reading →

Posted in testing | 1 Comment

MATHEMATICS: GATEKEEPER OR GATEWAY?

Posted on February 14, 2019 by msaul

Some recent writers on mathematics education have been talking about mathematics as a field enjoying ’unearned privilege’ as a ‘gatekeeper’ in our society.  The more I think about it, the less sense this makes. For some writers, the reference may … Continue reading →

Posted in Classroom Practices, Communication, Education Policy, K-12 Education, Mathematics Education Research, testing | Tagged , , , , | 7 Comments

On Being Imperfect

Posted on July 2, 2018 by msaul

By Gizem Karaali, Pomona College I have a secret: For the last year or so, my nine-year-old daughter and I have been trying to develop a meditation practice. This guy, Andy, who leads us daily through meditation sessions facilitated by … Continue reading →

Posted in Classroom Practices, Communication, Mathematics Education Research | 2 Comments

My “First” Mathematical Problem and What It Means

Posted on June 16, 2018 by msaul

I am inspired, by several previous blog entries, to write about my own mathematical awakening, and what I’ve learned from reflecting on it. I went to New York City Public Schools, in the Bronx.  I always enjoyed arithmetic and mastered … Continue reading →

Posted in Active Learning in Mathematics Series 2015, K-12 Education, Mathematics Education Research, Student Experiences | Tagged , , , , | 5 Comments

FROM THE (NEW) EDITOR

Posted on June 1, 2018 by msaul

Greetings to all readers of the AMS Blog on Teaching and Learning Mathematics! As editor for this blog for the coming year, I would like to invite you to continue its lively and meaningful conversation, of the quality that has … Continue reading →

Posted in testing | 1 Comment