Category Archives: Classroom Practices

What is an Experimental Math Course and Why Should We Care?

Posted on January 23, 2017 by Steven Klee

By: Lara Pudwell, Valparaiso University What is the first meaningful mathematics problem you remember solving? For me, it was the nine dots, four lines puzzle. When my fourth grade teacher assigned it as an extra credit problem, I spent several … Continue reading →

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Integrating Computer Science in Math: The Potential Is Great, But So Are The Risks

Posted on January 9, 2017 by Ben Braun

By Emmanuel Schanzer, Bootstrap Recent calls to bring Computer Science to K-12 schools have reached a fever pitch. Groups like Code.org and Girls Who Code have become household names, having raised tens of millions in funding from Silicon Valley luminaries … Continue reading →

Posted in Classroom Practices, Curriculum, K-12 Education | Tagged , | 7 Comments

If You Don’t Talk To Your Students About Math, Who Will?

Posted on December 12, 2016 by Steven Klee

By Steven Klee, Contributing Editor, Seattle University During my freshman year of high school, my geometry teacher came into class one day and challenged us to trisect an angle with a compass and a straight edge. Anyone who was successful … Continue reading →

Posted in Classroom Practices, Communication, Student Experiences | 1 Comment

Inverse Functions: We’re Teaching It All Wrong!

Posted on November 28, 2016 by Art Duval

By Frank Wilson, Chandler-Gilbert Community College; Scott Adamson, Chandler-Gilbert Community College; Trey Cox, Chandler-Gilbert Community College; and Alan O’Bryan, Arizona State University What would you do if you discovered a popular approach to teaching inverse functions negatively affected student understanding … Continue reading →

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The National Science Foundation Has Resources to Help You Improve the Teaching and Learning of Undergraduate Mathematics

Posted on November 14, 2016 by Priscilla Bremser

By Ron Buckmire, TJ Murphy, John Haddock, Sandra Richardson, and Brent Driscoll This article is intended to serve as a rough “proof” of the statement, “There exist many resources and opportunities supported by the National Science Foundation (NSF) to improve … Continue reading →

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On What Authority? – Considering Implicit Messages in Our Teaching

Posted on October 31, 2016 by Diana White

By Brian Katz, Augustana College I think that mathematics draws in some people and repels others in large part because of the distinctive role of authority in our discipline and teaching, especially when we act as content experts and discussion … Continue reading →

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Creating Momentum Through Communicating Mathematics

Posted on October 17, 2016 by Ben Braun

By Matthias Beck, San Francisco State University, and Brandy Wiegers, Central Washington University Given five minutes, can you turn to the person next to you and describe your research? How about over 15 minutes in front of a class of … Continue reading →

Posted in Classroom Practices, Graduate Education, K-12 Education, Outreach, Research, Student Experiences | Tagged , , , , | 1 Comment

Does the Calculus Concept Inventory Really Measure Conceptual Understanding of Calculus?

Posted on July 25, 2016 by Diana White

By Spencer Bagley, University of Northern Colorado; Jim Gleason, University of Alabama; Lisa Rice, Arkansas State University; Matt Thomas, Ithaca College, Diana White, Contributing Editor, University of Colorado Denver (Note: Authors are listed alphabetically; all authors contributed equally to the preparation … Continue reading →

Posted in Assessment Practices, Classroom Practices, Education Policy, Research | 2 Comments

The Second Year of “On Teaching and Learning Mathematics”

Posted on July 11, 2016 by Art Duval

By Art Duval, Contributing Editor, University of Texas at El Paso Another year has flown by, and so it is once again a good time to collect and reflect on all the articles we have been able to share with … Continue reading →

Posted in Classroom Practices, Curriculum, Early Childhood, Education Policy, K-12 Education, Online Education, Outreach, Student Experiences, Year in Review | Tagged , , , , , , | 1 Comment

Learning Mathematics in Context with Modeling and Technology

Posted on June 27, 2016 by Ben Braun

Dr. Brian Winkel, Professor Emeritus, Mathematical Sciences, United States Military Academy, West Point NY USA and Director of SIMIODE. I cannot accept that mathematics be taught in a vacuum. Yes, mathematics is beautiful, be it pure or applied. However, in … Continue reading →

Posted in Assessment Practices, Classroom Practices, Multidisciplinary Education, Student Experiences | Tagged , | 2 Comments