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Opinions expressed on these pages were the views of the writers and did not necessarily reflect the views and opinions of the American Mathematical Society.
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Category Archives: Classroom Practices
Teaching Mathematics Through Immersion
By Priscilla Bremser, Contributing Editor, Middlebury College. Chapter 1 of Make It Stick: The Science of Successful Learning [2] is called “Learning is Misunderstood.” That is an understatement, as demonstrated by the remaining chapters. The book has received several strong … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged immersion, inquiry based learning, learning, mindset
3 Comments
A Call for More Context
By Art Duval, Contributing Editor, University of Texas at El Paso One of the highlights of my summer was attending a research conference, Stanley@70, celebrating the 70th birthday of my Ph.D. advisor Richard Stanley. Because it was a birthday conference, many … Continue reading
Why is Slope Hard to Teach?
By Sybilla Beckmann, Josiah Meigs Distinguished Teaching Professor in the Department of Mathematics at the University of Georgia, and Andrew Izsák, Professor of Mathematics Education in the Department of Mathematics and Science Education at the University of Georgia. One of … Continue reading
Posted in Classroom Practices
Tagged college algebra, linear function, middle school, slope
4 Comments
Assessment in Postsecondary Mathematics Courses
By Benjamin Braun, Editor-in-Chief, University of Kentucky. Our understanding of the importance of processes and practices in student achievement has grown dramatically in recent years, both in mathematics education and education more broadly. As a result, at the K-12 level … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged discussion, mathematical practices, presentation, quizzes, revision, writing
Comments Off on Assessment in Postsecondary Mathematics Courses
Some Thoughts on the Teaching and Learning of Mathematical Practices
By Elise Lockwood, Contributing Editor, Oregon State University and Eric Weber, assistant professor of mathematics education in the College of Education, Oregon State University. As students’ mathematical thinking develops, and they encounter more advanced mathematical topics, they are often expected … Continue reading
Mathematics Instruction, an Enthusiastic Activity
By William Yslas Vélez, Professor in the Department of Mathematics at the University of Arizona. The best recruiting tool I have to convince students that they should continue in the study of mathematics is the mathematics that I am teaching, … Continue reading
Posted in Classroom Practices, Education Policy
Tagged careers, enthusiastic teaching, persistence
2 Comments
Teaching Practices Between and Beyond All Lecture and All Student Discovery
By Benjamin Braun, Editor-in-Chief, University of Kentucky. This post is inspired by an article by Karen Marrongelle and Chris Rasmussen [1], in which they discuss the false dichotomy between all lecture and all student discovery as the two exclusive teaching … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged active learning, active lecture, guided discovery, writing
2 Comments
Striking the Balance Between Examples and Proof
By Elise Lockwood, Contributing Editor, Oregon State University. As an undergraduate, it was easy for me to assume that as my professors conducted mathematical research, beautiful, complete proofs came to them in moments of epiphany. Their work was mysterious to … Continue reading
Posted in Classroom Practices
Tagged cognitive development, examples, mathematical thinking, proof
2 Comments
Transformation of a Math Professor’s Teaching
By Jerry Dwyer, professor in the Department of Mathematics & Statistics and Director of the Science, Technology, Engineering and Mathematics Center for Outreach, Research & Education (STEM-CORE) at Texas Tech University. This essay describes the changes that have taken place in … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged active learning, lecture, outreach, service learning
5 Comments