Category Archives: Classroom Practices

MATHEMATICS: GATEKEEPER OR GATEWAY?

Posted on February 14, 2019 by msaul

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 →

Posted in Classroom Practices, Communication, Education Policy, K-12 Education, Mathematics Education Research, testing | Tagged community, culture, education, K-12 mathematics, liberal arts | 7 Comments

Learning to Be Less Helpful

Posted on December 17, 2018 by aserenevy

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 →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices | 1 Comment

What is $0^0$ , and who decides, and why does it matter? Definitions in mathematics.

Posted on November 1, 2018 by Art Duval

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 →

Posted in Classroom Practices | Tagged context, definitions, motivation | 6 Comments

#thestruggleisREAL: Reflection in a Real Analysis Class

Posted on October 1, 2018 by Ben Braun

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

Posted on September 15, 2018 by aserenevy

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

Thinking Outside the Textbook

Posted on July 16, 2018 by Steven Klee

By Steven Klee, Contributing Editor, Seattle University When two grandmasters face off in a chess tournament, they are faced with a complicated bit of game theory. If you were in one of their positions, you would prepare for the match … Continue reading →

Posted in Classroom Practices | 2 Comments

On Being Imperfect

Posted on July 2, 2018 by msaul

By Gizem Karaali, Pomona College I have a secret: For the last year or so, my nine-year-old daughter and I have been trying to develop a meditation practice. This guy, Andy, who leads us daily through meditation sessions facilitated by … Continue reading →

Posted in Classroom Practices, Communication, Mathematics Education Research | 2 Comments

Eating Our Own Cooking: What I’ve Actually Used or Shared

Posted on April 2, 2018 by Art Duval

By Art Duval, Contributing Editor, University of Texas at El Paso A popular saying in business (or so I’ve read) is to “eat your own cooking”: Use the products your own company makes. I suppose there are several motivations to … Continue reading →

Posted in Assessment Practices, Classroom Practices | Tagged combinatorics, Conceptual Understanding, equivalence relations, lecture, mindset | Comments Off

What Do Hobbits Know About Mathematics?

Posted on March 5, 2018 by Steven Klee

Sam: If I take one more step, I’ll be the farthest away from home I’ve ever been. Frodo: Come on, Sam. Remember what Bilbo used to say: ‘It’s a dangerous business, Frodo, going out your door. You step onto the … Continue reading →

Posted in Classroom Practices, Student Experiences | Tagged adventure, exploration, student experience | Comments Off

Kindness in the Mathematics Classroom

Posted on February 19, 2018 by Art Duval

by Art Duval, Contributing Editor, University of Texas at El Paso Several years ago, I was teaching a calculus course which included three students who were especially struggling with the material, in spite of regularly attending class. I have a … Continue reading →

Posted in Classroom Practices | Tagged kindness, mindset, students | 15 Comments