Category Archives: Assessment Practices

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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Does the Calculus Concept Inventory Really Measure Conceptual Understanding of Calculus?

By Spencer Bagley, University of Northern Colorado; Jim Gleason, University of Alabama; Lisa Rice, Arkansas State University; Matt Thomas, Ithaca College, Diana White, Contributing Editor, University of Colorado Denver (Note: Authors are listed alphabetically; all authors contributed equally to the preparation … Continue reading

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Learning Mathematics in Context with Modeling and Technology

Dr. Brian Winkel, Professor Emeritus, Mathematical Sciences, United States Military Academy, West Point NY USA and Director of SIMIODE. I cannot accept that mathematics be taught in a vacuum. Yes, mathematics is beautiful, be it pure or applied. However, in … Continue reading

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Believing in Mathematics

By Benjamin Braun, Editor-in-Chief, University of Kentucky In my experience, many students in K-12 and post-secondary mathematics courses believe that: all math problems have known answers, failure and misunderstanding are absent from successful mathematics, their instructor can always find answers … Continue reading

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