Category Archives: Multidisciplinary Education

Interdisciplinary Collaboration, Teaching, and Purpose

Posted on May 1, 2019 by Steven Klee

By Victor Piercey, Ferris State University As a graduate student working in algebraic geometry, I was often star struck at the impressive speakers who attended the local seminars I frequented.  While many of these memories are faded and vague, one … Continue reading →

Posted in Classroom Practices, Multidisciplinary Education | 1 Comment

The Third Year of “On Teaching and Learning Mathematics”

Posted on September 5, 2017 by Ben Braun

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 →

Posted in Assessment Practices, Classroom Practices, Communication, Curriculum, Education Policy, Faculty Experiences, Graduate Education, K-12 Education, Mathematics Education Research, Multidisciplinary Education, Outreach, Research, Student Experiences, Summer Programs, Year in Review | Tagged | 1 Comment

More Linear Algebra, Please

Posted on September 19, 2016 by Ben Braun

By Drew Armstrong, Associate Professor of Mathematics, University of Miami Anyone who teaches mathematics in the US knows that the quality of education could be better, but we also know that the problems are complicated and defy easy solutions. I … Continue reading →

Posted in Curriculum, K-12 Education, Multidisciplinary Education | Tagged , , , | 5 Comments

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 →

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Thick Derivatives

Posted on May 31, 2016 by Elise Lockwood

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 →

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Start Small, Think Big: Making a Difference Through K-12 Mathematics Outreach

Posted on August 1, 2015 by Ben Braun

By Kathleen Fowler, Professor of Mathematics, Department of Mathematics and Computer Science, Clarkson University Since starting my career as a faculty member in 2003, I jumped right in to K-12 Outreach and have never looked back. I was motivated by … Continue reading →

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The First Year of “On Teaching and Learning Mathematics”

Posted on June 1, 2015 by Ben Braun

By Benjamin Braun, Editor-in-Chief, University of Kentucky It has been one year since On Teaching and Learning Mathematics launched, so it seems an appropriate time for reflection.  As I re-read the 36 articles we have published over the past twelve … Continue reading →

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The Power of Undergraduate Researchers

Posted on April 1, 2015 by Ben Braun

By Audrey St. John, Associate Professor of Computer Science at Mount Holyoke College When I first started teaching, I was mystified (and, frankly, at times panicked) at the thought of having undergraduates work with me on research. I realized this … Continue reading →

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You Can Do Anything With a Math Degree

Posted on January 1, 2015 by Ben Braun

By Reinhard Laubenbacher, Center for Quantitative Medicine, University of Connecticut Health Center, and Jackson Laboratory for Genomic Medicine Job opportunities for graduates with degrees in the mathematical sciences have never been better, as the world is being viewed through increasingly … Continue reading →

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The Liberal Art of Mathematics

Posted on December 19, 2014 by Priscilla Bremser

By Priscilla Bremser, Contributing Editor, Middlebury College Somehow, over the last 600 years or so, mathematics has moved from the core of the liberal arts disciplines to entirely outside. We’re all used to this; a “liberal arts math” course is … Continue reading →

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