Category Archives: Assessment Practices

#thestruggleisREAL: Reflection in a Real Analysis Class

By Katharine Ott, Department of Mathematics, Bates College Real Analysis is a rite of passage for undergraduate math majors. It is one of my favorite courses to teach, but I recognize that the course is challenging for students, and, for … Continue reading

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Beyond Grades: Feedback to Stimulate Rethinking and Intellectual Growth

By Cody L. Patterson and Priya V. Prasad, Department of Mathematics, University of Texas at San Antonio We frequently use writing assignments to encourage students to examine topics in greater depth than what we cover in class, and we emphasize to our students … Continue reading

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Eating Our Own Cooking: What I’ve Actually Used or Shared

By Art Duval, Contributing Editor, University of Texas at El Paso A popular saying in business (or so I’ve read) is to “eat your own cooking”: Use the products your own company makes.  I suppose there are several motivations to … Continue reading

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The Third Year of “On Teaching and Learning Mathematics”

By Benjamin Braun, Editor-in-Chief, University of Kentucky Summer 2017 brought the third anniversary of On Teaching and Learning Mathematics and with it our annual review of the articles we have published since our previous year in review article. Over the … Continue reading

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Our Responsibility – Our Opportunity: Mathematical Habits of Mind

By Brigitte Lahme, Professor, Sonoma State University Every university instructor would be thrilled if their students came to their mathematics classes with the ability to make viable arguments and to critique the reasoning of others; if their inclination were to … Continue reading

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“I Am So Glad You Made That Mistake!”

By Allison Henrich, Associate Professor and Chair of the Department of Mathematics, Seattle University “I am so glad you made that mistake,” I’ve come to realize, is one of the most important things I say to my students. When I … Continue reading

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Student Evaluations Ratings of Teaching: What Every Instructor Should Know

By Jacqueline Dewar, Loyola Marymount University What happens to the data from your teaching evaluations? Who sees the data? Are your numbers compared with other data? What interpretations or conclusions result?  How well informed is everyone, including you, about the … Continue reading

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Theory into Practice: Growth Mindset and Assessment

By Cody L. Patterson, University of Texas at San Antonio Several years ago, I took up running. At first, I wasn’t particularly good at it, but I persisted: about two or three times each week, I would go for a … Continue reading

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What is an Experimental Math Course and Why Should We Care?

By: Lara Pudwell, Valparaiso University What is the first meaningful mathematics problem you remember solving? For me, it was the nine dots, four lines puzzle. When my fourth grade teacher assigned it as an extra credit problem, I spent several … Continue reading

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The Inefficiency of Teaching

By Gavin LaRose, University of Michigan It could be the punchline of a joke that at any given college or university, at some point, the administration will lean on departments to be more “efficient” by teaching classes in larger sections, or … Continue reading

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