Category Archives: Classroom Practices

Access To Epidemic Modeling

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

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Mathematics as Logic

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

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

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

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Building Relationships Before the Semester Begins

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

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

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

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Interactive Teaching ​IS​ Possible with Virtual Learning Technologies

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

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The Calculus of Context

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

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The Choice to go Asynchronous: Discussion Board Based IBL

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

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

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

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THE ZOOM ROOM: Vignette and Reflections About Online Teaching

Mark Saul A child’s insight “I know how to find out how many divisors a number has. You factor it into primes….” Alejandro was with a virtual group of four enthusiastic ten year olds, in the midst of exploring a … Continue reading

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