Category Archives: Classroom Practices

Finding Pedagogy in Recreational Problem Solving: reflections and lessons learned

Posted on January 4, 2022 by msaul

By Demitrios Roxanas A few years ago, when I started my tenured job at the University of Sheffield, one of my first initiatives was to start a problem solving seminar for students (undergraduate and graduate) and also academic staff. I … Continue reading →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Faculty Experiences, Mathematics Education Research, Student Experiences | Tagged outreach, problem solving, productive struggle, teachers, teaching, undergraduate | Comments Off

Access To Epidemic Modeling

Posted on October 4, 2021 by msaul

Kurt Kreith and Alvin Mendle, University of California, Davis Covid-19 has left teachers seeking topics that are both engaging and lend themselves to online instruction. As a guiding force for the measures that have reshaped our lives, epidemic modeling stands … Continue reading →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Curriculum, K-12 Education, Mathematics Education Research | Tagged active learning, Curriculum, education, epidemiology, K-12 mathematics, mathematical modeling, Mathematics Education | Comments Off

Mathematics as Logic

Posted on July 31, 2021 by msaul

by Mark Saul Maybe it is obvious, but it is something I’ve come to appreciate only after years of experience: mathematics is logic driven, and teaching and learning mathematics is centered on teaching and learning logic. I find this to … Continue reading →

Posted in Classroom Practices, Communication, Curriculum, Faculty Experiences, K-12 Education, Mathematics Education Research | Tagged Conceptual Understanding, education, K-12 mathematics, logic, mathematical thinking, Mathematics Education, teacher training, teaching | 3 Comments

A Tale of Two Hats (Terrance and Lamar): supporting students in authentic mathematical inquiry

Posted on June 24, 2021 by msaul

Terrance Pendleton, Drake University Students who have had me for at least one class are familiar with my alter ego, Lamar. If they were to describe him, they may say that he is the poster child for what not to do … Continue reading →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Faculty Experiences, Influence of race and gender | Tagged active learning, Conceptual Understanding, mathematical practices, mathematical thinking, Mathematics Education, productive struggle, teaching, undergraduate | 2 Comments

Building Relationships Before the Semester Begins

Posted on May 17, 2021 by Jonathan Montaño

By Courtney R. Gibbons (Hamilton College) We often think about our classes starting on the first day of the semester. But some of our students log on to course management systems and look at the course materials before classes start. I contend … Continue reading →

Posted in Classroom Practices, Communication, Student Experiences | Comments Off

Best-Laid Co-Plans for a Lesson on Creating a Mathematical Definition

Posted on May 6, 2021 by Yvonne Lai

By: Steven Boyce, Portland State University Michael Ion, University of Michigan Yvonne Lai, University of Nebraska-Lincoln Kevin McLeod, University of Wisconsin-Milwaukee Laura Pyzdrowski, West Virginia University Ruthmae Sears, University of South Florida Julia St. Goar, Merrimack College All authors contributed … Continue reading →

Posted in Classroom Practices, Faculty Experiences, Mathematics teacher preparation, Task design | Comments Off

Interactive Teaching IS Possible with Virtual Learning Technologies

Posted on April 21, 2021 by Ben Blum-Smith

By Enes Akbuga, Drake University (Twitter: @enesakbuga; Email: enes.akbuga@drake.edu) and Zachariah Hurdle, Utah Valley University (Email: zhurdle@uvu.edu) Many academics and teachers have been struggling with facilitating classes virtually. The 2020 global pandemic has brought many challenges and disruptions to teaching, … Continue reading →

Posted in Classroom Practices, Online Education | 2 Comments

The Calculus of Context

Posted on November 30, 2020 by Yvonne Lai

by Yvonne Lai (University of Nebraska-Lincoln) It is 2020. You are taking a high school mathematics teacher licensure exam. Suppose you see these questions. What do you do? What do you think? (Warning: Your head may spin. These are not … Continue reading →

Posted in Classroom Practices, K-12 Education, Mathematics Education Research, Mathematics teacher preparation, Task design | 1 Comment

The Choice to go Asynchronous: Discussion Board Based IBL

Posted on November 1, 2020 by msaul

by Tien Y. Chih Montana State University, Billings Since the COVID-19 pandemic hit during the Spring of 2020, I’ve been nothing short of impressed and amazed at my colleagues’ resourcefulness and creativity in shifting their courses to an online modality. … Continue reading →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, Mathematics Education Research, Online Education, Student Experiences | Tagged active learning, education, IBL, inquiry based learning, mathematical thinking, Mathematics Education | Comments Off

Reflecting on mathematics as the art of giving the same name to different things (Part 2): Averages finite and continuous

Posted on October 5, 2020 by epgoldenberg

by Bill Rosenthal, Queens, NY; Whitney Johnson, Morgan State University; Daniel Chazan, University of Maryland The July 15 blog post by Dan Chazan and two colleagues referred to Poincaré’s enigmatic remark: “Mathematics is the art of giving the same name … Continue reading →

Posted in Classroom Practices, Communication, Influence of race and gender, Student Experiences | Comments Off