Category Archives: Faculty Experiences

Some thoughts about epsilon and delta

by Ben Blum-Smith The calculus has a very special place in the 20th century’s traditional course of mathematical study. It is a sort of fulcrum: both the summit toward which the whole secondary curriculum strives, and the fundamental prerequisite for … Continue reading

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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

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, K-12 Education, Mathematics Education Research | Tagged , , , , , | 1 Comment

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

Posted in Advising, Classroom Practices, Communication, Faculty Experiences, K-12 Education, Mathematics Education Research | Tagged | 1 Comment

Our Students Are Your Students Are Our Students: a University-Community College Collaboration

By Ivette Chuca, El Paso Community College; Art Duval, Contributing Editor, University of Texas at El Paso; and Kien Lim, University of Texas at El Paso Every year, at the beginning of the school year, a group of about two … Continue reading

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Helping Students Gain Control in Developmental and First-Year College Mathematics Courses

By A. Gwinn Royal, Ivy Tech Community College of Indiana Currently, I am focusing on mitigating “learned helplessness” with respect to the study of mathematics. According to an article on the APA website (https://www.apa.org/monitor/2009/10/helplessness.aspx), newer research on learned helplessness suggests … Continue reading

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Mathematical Culture Beyond the Classroom

Benjamin Braun, Editor-in-Chief, University of Kentucky Mathematics is the result of human curiosity and our desire to explain, predict, and explore observed and imagined phenomena. Our shared curiosity and sense of wonder is the wellspring of our mathematical culture. Yet … Continue reading

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Learning by Teaching: Service-Learning in a Precalculus Classroom

By Ekaterina Yurasovskaya, Seattle University Mathematics is a beautiful subject that can easily become an ivory tower. There can be a temptation for teachers and students of mathematics to shy away from the role that mathematics plays as a social … Continue reading

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On the Culture of Making Things

By Nicholas Long, Stephen F. Austin State University In one of life’s weird coincidences, when I moved to a small town in East Texas to start my academic career at Stephen F. Austin State University (SFA) ten years ago, I … Continue reading

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The Third Year of “On Teaching and Learning Mathematics”

By Benjamin Braun, Editor-in-Chief, University of Kentucky Summer 2017 brought the third anniversary of On Teaching and Learning Mathematics and with it our annual review of the articles we have published since our previous year in review article. Over the … Continue reading

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To Active Learning and Beyond: Attending to Student Thinking AND Student Experience in Active-Learning Math Classes

By Jess Ellis Hagman, Contributing Editor, Colorado State University On a recent trip to Santa Fe, New Mexico, I met a really cool woman named Anna Sale who runs a podcast called Death, Sex, and Money (check it out). In … Continue reading

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