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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: Faculty Experiences
Putting Sums back into Summer
by Scott Taylor Colby College Waterville, ME Every math teacher hears the “What’s it good for?” complaint. Even elementary students want to know what math is good for. But children, especially those who are at risk of not succeeding academically, … Continue reading
Posted in Active Learning in Mathematics Series 2015, Education Policy, Faculty Experiences, K-12 Education, Mathematics Education Research, Mathematics teacher preparation, Outreach, Summer Programs
Tagged active learning, community, culture, education, growth mindset, K-12 mathematics, mathematical thinking, Mathematics Education, mindset, outreach, problem solving
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Finding Pedagogy in Recreational Problem Solving: reflections and lessons learned
Posted on January 4, 2022 by msaul By Dimitrios Roxanas A few years ago, when I started my tenured job at the University of Sheffield, one of my first initiatives was to start a problem solving seminar for students (undergraduate and graduate) and … Continue reading
Posted in Faculty Experiences, Graduate Education, Mathematics Education Research, Outreach, Student Experiences
Tagged active learning, community, Conceptual Understanding, context, education, mathematical practices, mathematical thinking, Mathematics Education, outreach, problem solving, productive struggle, students, undergraduate
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Finding Pedagogy in Recreational Problem Solving: reflections and lessons learned
By Demitrios Roxanas A few years ago, when I started my tenured job at the University of Sheffield, one of my first initiatives was to start a problem solving seminar for students (undergraduate and graduate) and also academic staff. I … Continue reading
Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Faculty Experiences, Mathematics Education Research, Student Experiences
Tagged outreach, problem solving, productive struggle, teachers, teaching, undergraduate
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Mathematics as Logic
by Mark Saul Maybe it is obvious, but it is something I’ve come to appreciate only after years of experience: mathematics is logic driven, and teaching and learning mathematics is centered on teaching and learning logic. I find this to … Continue reading
A Tale of Two Hats (Terrance and Lamar): supporting students in authentic mathematical inquiry
Terrance Pendleton, Drake University Students who have had me for at least one class are familiar with my alter ego, Lamar. If they were to describe him, they may say that he is the poster child for what not to do … Continue reading
Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Faculty Experiences, Influence of race and gender
Tagged active learning, Conceptual Understanding, mathematical practices, mathematical thinking, Mathematics Education, productive struggle, teaching, undergraduate
2 Comments
Best-Laid Co-Plans for a Lesson on Creating a Mathematical Definition
By: Steven Boyce, Portland State University Michael Ion, University of Michigan Yvonne Lai, University of Nebraska-Lincoln Kevin McLeod, University of Wisconsin-Milwaukee Laura Pyzdrowski, West Virginia University Ruthmae Sears, University of South Florida Julia St. Goar, Merrimack College All authors contributed … Continue reading
Posted in Classroom Practices, Faculty Experiences, Mathematics teacher preparation, Task design
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Happy New Year(?)
Mark Saul, Editor Mathematics and mathematicians rarely make press. So it was a bit sweet, but mostly bitter, to read in the New Yorker of the deaths of John Conway, Ronald Graham, and Freeman Dyson, three great losses to our profession. … Continue reading
The Choice to go Asynchronous: Discussion Board Based IBL
by Tien Y. Chih Montana State University, Billings Since the COVID-19 pandemic hit during the Spring of 2020, I’ve been nothing short of impressed and amazed at my colleagues’ resourcefulness and creativity in shifting their courses to an online modality. … Continue reading
Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, Mathematics Education Research, Online Education, Student Experiences
Tagged active learning, education, IBL, inquiry based learning, mathematical thinking, Mathematics Education
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MATH ON THE BORDER: Working with unaccompanied migrant children in Federal custody
The events recounted here happened in January 2020. The program described has been suspended during the COVID crisis. Perhaps there will be no need for it when the crisis is over. Nadia looked at me with big brown eyes and … Continue reading
Posted in Active Learning in Mathematics Series 2015, Communication, Faculty Experiences, Influence of race and gender, K-12 Education, Mathematics Education Research, Prison
Tagged culture, diversity, education, Immigrant minors, K-12 mathematics, Mathematics Education, outreach
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THE ZOOM ROOM: Vignette and Reflections About Online Teaching
Mark Saul A child’s insight “I know how to find out how many divisors a number has. You factor it into primes….” Alejandro was with a virtual group of four enthusiastic ten year olds, in the midst of exploring a … Continue reading
Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, K-12 Education, Mathematics Education Research, Online Education, Outreach, Student Experiences
Tagged active learning, community, diversity, K-12 mathematics, mathematical practices, mathematical thinking, problem solving, productive struggle
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