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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
- Pre-Service Mathematics for Elementary (and Secondary) Teachers: a third essential element
- Some thoughts about epsilon and delta
- Understanding in Calculus: Beyond the “Sliding Tangent Line”
- Precise Definitions of Mathematical Maturity
- Everyone Can Learn Mathematics to High Levels: The Evidence from Neuroscience that Should Change our Teaching
Category Archives: Classroom Practices
Pre-Service Mathematics for Elementary (and Secondary) Teachers: a third essential element
by Paul Goldenberg and Al Cuoco Content is essential; so are strategies and craft for teaching; but there’s more. It’s often said that “many elementary teachers don’t really know the content; the content they ‘know’ they don’t really understand; often … Continue reading
Everyone Can Learn Mathematics to High Levels: The Evidence from Neuroscience that Should Change our Teaching
By Jo Boaler, Professor of Mathematics Education, Stanford University, and co-founder of youcubed.org (This is the first of two of our most popular Blog posts that we repeat for the month of July. ) 2018 was an important year for … Continue reading
Two More Teaching Vignettes
For this month’s blog post, I offer two more vignettes from my classroom experience. My intention, as in the last column, is to communicate what I think of as the essence of teaching, which is the emotional—not just intellectual—bond between … Continue reading
Two Teaching Vignettes
As the Spring term ends, I thought I’d share with readers two vignettes from my teaching career. The intention is for us to remember how much of teaching is the emotional connection between student and teacher. For me, this is … Continue reading
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
MATHEMATICS: GATEKEEPER OR GATEWAY?
Some recent writers on mathematics education have been talking about mathematics as a field enjoying ’unearned privilege’ as a ‘gatekeeper’ in our society. The more I think about it, the less sense this makes. For some writers, the reference may … Continue reading
Learning to Be Less Helpful
FREDERICK PECK University of Montana, Missoula Dan Meyer is as close as we can get to a rock star in the world of mathematics education. These days, Dan is known for many things: 3-act tasks, 101 Q’s, Desmos, NCTM’s … Continue reading
What is \(0^0\), and who decides, and why does it matter? Definitions in mathematics.
By Art Duval, Contributing Editor, University of Texas at El Paso How is \(0^0\) defined? On one hand, we say \(x^0 = 1\) for all positive \(x\); on the other hand, we say \(0^y = 0\) for all positive \(y\). … Continue reading
#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
Posted in Assessment Practices, Classroom Practices, Communication
Tagged growth mindset, real analysis, reflection, writing
2 Comments
Comparing Educational Philosophies
I have recently heard several mathematicians claim that the educational philosophies of Math Circles and the Inquiry Learning Community are essentially the same. I disagree. I will contrast the differences between these two approaches, along with two other common educational … Continue reading
Posted in Classroom Practices
Tagged Conceptual Understanding, inquiry, math circle, teaching philosophies, Traditional Math
2 Comments
