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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
Thick Derivatives
by Tevian Dray, Professor, Department of Mathematics, Oregon State University One of the iconic messages of the calculus reforms that took place in the 1990s is the “Rule of Four,” emphasizing the use of multiple representations: algebraic, geometric, numeric, and verbal. But … Continue reading
Believing in Mathematics
By Benjamin Braun, Editor-in-Chief, University of Kentucky In my experience, many students in K-12 and post-secondary mathematics courses believe that: all math problems have known answers, failure and misunderstanding are absent from successful mathematics, their instructor can always find answers … Continue reading
A Framework for Integrating Conceptual and Procedural Understanding in the First Two Years of Undergraduate Mathematics
By Karen Keene and Nicholas Fortune, North Carolina State University One common instructional approach during the first two years of undergraduate mathematics in courses such as calculus or differential equations is to teach primarily analytic techniques (procedures) to solve problems and find … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged Conceptual Understanding, Differential equations, procedural knowledge
Comments Off on A Framework for Integrating Conceptual and Procedural Understanding in the First Two Years of Undergraduate Mathematics
Creating a Classroom Culture
By Taylor Martin and Ken Smith, Sam Houston State University A good educator must facilitate learning for a classroom full of students with different attitudes, personalities, and backgrounds. But how? This question was the starting point for a new Faculty … Continue reading
Posted in Classroom Practices
Tagged classroom culture, IBL, inquiry based learning, undergraduate
6 Comments
A Skeptic’s Guide to Service Learning in Mathematics
By Priscilla Bremser, Contributing Editor Many college and university students do volunteer work in local communities, and can learn valuable lessons in the process. The term “service learning” refers more specifically to service activities that are integral parts of academic … Continue reading
Preparing the Next Generation of Students in the Mathematical Sciences to “Think with Data”
By Johanna Hardin, Pomona College, and Nicholas J. Horton, Amherst College As statisticians in mathematics departments, we have both spent many department meetings, departmental reviews, and water-cooler conversations discussing the merits of various different curricular decisions with respect to the … Continue reading
Posted in Classroom Practices, Communication, Curriculum
Tagged Curriculum, journals, statistics
1 Comment
Learning Mathematics through Embodied Activities
By Hortensia Soto-Johnson, Professor, School of Mathematical Sciences, University of Northern Colorado Those of us who teach mathematics know that students struggle writing the symbolism of mathematics even through they can articulate some of the concepts behind the symbolism. Those … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged active learning, embodied cognition, geometry, preservice teachers
1 Comment
What’s in Your Syllabus?
by Priscilla Bremser, Contributing Editor I had what seemed the perfect first full-time teaching position, in that much of the planning for Calculus had already been done when I arrived. The department chair handed me the textbook and the syllabus, … Continue reading
Social Media as a Teaching Resource
By Drew Lewis, Assistant Professor, Department of Mathematics, The University of Alabama Like many mathematicians, the only formal training I have received as a teacher was in graduate school. After a one semester seminar on teaching, I was set loose … Continue reading
Don’t Count Them Out – Helping Students Successfully Solve Combinatorial Tasks
By Elise Lockwood, Contributing Editor, Oregon State University Introduction Solving counting problems is one of my favorite things to do. I love the challenge of making sense of the problem, the work of correctly modeling what I am trying to … Continue reading
Posted in Assessment Practices, Classroom Practices, Research
Tagged combinatorial model, combinatorics, counting, formulas, outcomes
1 Comment