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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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Author Archives: Priscilla Bremser
Help Wanted: Mathematics Tutor
By Priscilla Bremser, Contributing Editor, Middlebury College “Can you recommend a good math tutor?” I hear this question from friends with children in local schools, academic support staff at my institution, and my own students. Once or twice I’ve even … Continue reading
Posted in K-12 Education
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The National Science Foundation Has Resources to Help You Improve the Teaching and Learning of Undergraduate Mathematics
By Ron Buckmire, TJ Murphy, John Haddock, Sandra Richardson, and Brent Driscoll This article is intended to serve as a rough “proof” of the statement, “There exist many resources and opportunities supported by the National Science Foundation (NSF) to improve … Continue reading
Posted in Classroom Practices, Research
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Imagining Equity
By Priscilla Bremser, Contributing Editor, Middlebury College In my Mathematics for Teachers course, students take a fresh look at foundational concepts, such as fractions and place value, from an advanced perspective. For some of them, our work together exposes weaknesses … Continue reading
Posted in Education Policy, K-12 Education
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A Skeptic’s Guide to Service Learning in Mathematics
By Priscilla Bremser, Contributing Editor Many college and university students do volunteer work in local communities, and can learn valuable lessons in the process. The term “service learning” refers more specifically to service activities that are integral parts of academic … Continue reading
What’s in Your Syllabus?
by Priscilla Bremser, Contributing Editor I had what seemed the perfect first full-time teaching position, in that much of the planning for Calculus had already been done when I arrived. The department chair handed me the textbook and the syllabus, … Continue reading
Active Learning in Mathematics, Part VI: Mathematicians’ Training as Teachers
By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s … Continue reading
Why High-Impact Educational Practices (Despite Being So Labor–Intensive) Keep Me Coming For More
By Maria Mercedes Franco, Coordinator for Undergraduate Research & Associate Professor, Mathematics & Computer Science, Queensborough Community College-The City University of New York (CUNY) By the time I was finishing graduate school, I had done much soul-searching and had come … Continue reading
Posted in Classroom Practices
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We Started a Directed Reading Program (And So Can You!)
By Steve Balady, graduate student, University of Maryland – College Park What’s the Directed Reading Program? “The Directed Reading Program (DRP) pairs undergraduates with mathematics graduate student mentors for semester-long independent study projects.” This mission statement isn’t mine — it … Continue reading
Posted in Student Experiences
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Taming the Coverage Beast
By Priscilla Bremser, Contributing Editor, Middlebury College By the end of every workshop and conference session on Inquiry-Based Learning that I’ve attended, someone has raised a hand to ask about coverage. “Don’t you have to sacrifice coverage if you teach … Continue reading
Posted in Classroom Practices
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Mathematical education of teachers Part II: What are we doing about Textbook School Mathematics?
By Hung-Hsi Wu This two-part series is a summary of the longer paper, Textbook School Mathematics and the preparation of mathematics teachers. TSM (Textbook School Mathematics) has dominated school mathematics curriculum and assessment for the past four decades, yet, in … Continue reading
Posted in Education Policy
Tagged Common Core, K-12 mathematics, teachers, Textbook School Mathematics
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