Author Archives: Priscilla Bremser

Taming the Coverage Beast

Posted on April 20, 2015 by Priscilla Bremser

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 →

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Mathematical education of teachers Part II: What are we doing about Textbook School Mathematics?

Posted on March 1, 2015 by Priscilla Bremser

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 , , , | 8 Comments

Mathematical Education of Teachers, Part I: What is Textbook School Mathematics?

Posted on February 20, 2015 by Priscilla Bremser

By Hung-Hsi Wu This two-part series is a partial summary of the longer paper, Textbook School Mathematics and the preparation of mathematics teachers. School mathematics education has been national news for at least two decades. The debate over the adoption … Continue reading →

Posted in Education Policy | Tagged , , , | 3 Comments

The Liberal Art of Mathematics

Posted on December 19, 2014 by Priscilla Bremser

By Priscilla Bremser, Contributing Editor, Middlebury College Somehow, over the last 600 years or so, mathematics has moved from the core of the liberal arts disciplines to entirely outside. We’re all used to this; a “liberal arts math” course is … Continue reading →

Posted in Classroom Practices, Multidisciplinary Education | Tagged , , , | 2 Comments

Transformation of a Math Student’s Learning

Posted on October 20, 2014 by Priscilla Bremser

By Morgan Mattingly, undergraduate double-major in STEM Education and Mathematics at the University of Kentucky. Comment from the Editorial Board: We believe that in our discussion of teaching and learning, it is important to include the authentic voices of undergraduate … Continue reading →

Posted in Student Experiences | Tagged , , , | 4 Comments

Teaching Mathematics Through Immersion

Posted on September 20, 2014 by Priscilla Bremser

By Priscilla Bremser, Contributing Editor, Middlebury College. Chapter 1 of Make It Stick:  The Science of Successful Learning [2] is called “Learning is Misunderstood.”  That is an understatement, as demonstrated by the remaining chapters.  The book has received several strong … Continue reading →

Posted in Assessment Practices, Classroom Practices | Tagged , , , | 3 Comments

Do Mathematicians Need New Journals About Education?

Posted on July 10, 2014 by Priscilla Bremser

By Priscilla Bremser, Contributing Editor, Middlebury College. In the past nine months, I’ve heard colleagues at three different meetings—an AMS sectional meeting in Louisville, the Joint Mathematics Meetings in Baltimore, and the Contemporary Issues in Mathematics Education workshop at the … Continue reading →

Posted in Communication, Outreach | Tagged , , , | 10 Comments

Welcome to “On Teaching and Learning Mathematics”

Posted on June 1, 2014 by Priscilla Bremser

By The Editorial Board. There are major changes afoot in both K-12 and postsecondary mathematics education.  For example, the widespread adoption of the Common Core State Mathematics Standards [5] has been a focal point for everyone involved in K-12 education … Continue reading →

Posted in Communication, Education Policy | Tagged , | 2 Comments