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The opinions expressed on this blog are the views of the writer(s) and do not necessarily reflect the views and opinions of the American Mathematical Society.
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Recent Posts
Category Archives: Mathematics Education Research
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
Posted in Faculty Experiences, Mathematics Education Research, Student Experiences
Tagged calculus, continuity, definitions, delta, difficulty, epsilon, limit, proof, real analysis
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Everyone Can Learn Mathematics to High Levels: The Evidence from Neuroscience that Should Change our Teaching
By Jo Boaler, Professor of Mathematics Education, Stanford University, and co-founder of youcubed.org (This is the first of two of our most popular Blog posts that we repeat for the month of July. ) 2018 was an important year for … Continue reading
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
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
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
MATHEMATICS: GATEKEEPER OR GATEWAY?
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
Everyone Can Learn Mathematics to High Levels: The Evidence from Neuroscience that Should Change our Teaching
By Jo Boaler, Professor of Mathematics Education, Stanford University, and co-founder of youcubed.org 2018 was an important year for the Letchford family – for two related reasons. First it was the year that Lois Letchford published her book: Reversed: A … Continue reading
The MAA Instructional Practices Guide
By Benjamin Braun, University of Kentucky In December 2017, the MAA released the Instructional Practices Guide (IP Guide), for which I served on the Steering Committee as a lead writer. The IP Guide is a substantial resource focused on the … Continue reading
On Being Imperfect
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
My “First” Mathematical Problem and What It Means
I am inspired, by several previous blog entries, to write about my own mathematical awakening, and what I’ve learned from reflecting on it. I went to New York City Public Schools, in the Bronx. I always enjoyed arithmetic and mastered … Continue reading
