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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
- THE ZOOM ROOM: Vignette and Reflections About Online Teaching
- A K-pop dance routine and the false dilemma of concept vs. procedure
- Writing Good Questions for the Internet Era
- Pedagogical implications of Mathematics as the art of giving the same name to different things
- Flip Your Class: Social Distancing Edition
Author Archives: Steven Klee
Starting Earlier on Lifelong Learning
By: Matt Stamps, Yale-NUS College When Yale-NUS College reviewed the curriculum for its Mathematical, Computational, and Statistical (MCS) Sciences major in the autumn of 2018, I spent several weeks reading about mathematics programs at similar institutions. A common learning objective … Continue reading
Who are our students?
By: Edwin O’Shea, James Madison University In Marilynne Robinson’s Gilead, Reverend Ames testifies that each person in his flock has “a kind of incandescence in them… quick, and avid, and resourceful. To see this aspect of life is a privilege … Continue reading
Action is the antidote to despair
By: Steven Klee, Seattle University After my day-to-day interactions with students, one of my favorite things about teaching is talking with other teachers. There is no shortage of amazing teachers who are working hard to make their classes better and … Continue reading
Understanding in Calculus: Beyond the “Sliding Tangent Line”
By: Natalie Hobson, Sonoma State University If you give calculus students graphs, they are going to draw tangent lines. As instructors we often encourage students to rely on tangent lines so heavily that discussions about rates of change become lessons … Continue reading
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Interdisciplinary Collaboration, Teaching, and Purpose
By Victor Piercey, Ferris State University As a graduate student working in algebraic geometry, I was often star struck at the impressive speakers who attended the local seminars I frequented. While many of these memories are faded and vague, one … Continue reading
Reflections on Teaching for Mathematical Creativity
By Gail Tang (University of La Verne), Emily Cilli-Turner (University of La Verne), Milos Savic (University of Oklahoma), Houssein El Turkey (University of New Haven), Mohamed Omar (Harvey Mudd College), Gulden Karakok (University of Northern Colorado, Greeley), and Paul Regier … Continue reading
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Illuminating skills learned from teaching
By: Mary Beisiegel, Oregon State University This past spring, I received an email from a graduate student who was concerned about applying for jobs in industry. The student wrote: “I’m having a difficult time trying to market my teaching experience. … Continue reading
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Thinking Outside the Textbook
By Steven Klee, Contributing Editor, Seattle University When two grandmasters face off in a chess tournament, they are faced with a complicated bit of game theory. If you were in one of their positions, you would prepare for the match … Continue reading
Posted in Classroom Practices
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What Do Hobbits Know About Mathematics?
Sam: If I take one more step, I’ll be the farthest away from home I’ve ever been. Frodo: Come on, Sam. Remember what Bilbo used to say: ‘It’s a dangerous business, Frodo, going out your door. You step onto the … Continue reading
Posted in Classroom Practices, Student Experiences
Tagged adventure, exploration, student experience
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The Joy of Mathematical Discovery
By Steven Klee, Seattle University It persistently rises to the surface of your memory – that afternoon when you fell in love with a person or a place or a mood … when you discovered some great truth about the … Continue reading
