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Category Archives: Student Experiences
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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Building Relationships Before the Semester Begins
By Courtney R. Gibbons (Hamilton College) We often think about our classes starting on the first day of the semester. But some of our students log on to course management systems and look at the course materials before classes start. I contend … Continue reading
Posted in Classroom Practices, Communication, Student Experiences
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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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Reflecting on mathematics as the art of giving the same name to different things (Part 2): Averages finite and continuous
by Bill Rosenthal, Queens, NY; Whitney Johnson, Morgan State University; Daniel Chazan, University of Maryland The July 15 blog post by Dan Chazan and two colleagues referred to Poincaré’s enigmatic remark: “Mathematics is the art of giving the same name … Continue reading
Posted in Classroom Practices, Communication, Influence of race and gender, Student Experiences
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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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A K-pop dance routine and the false dilemma of concept vs. procedure
By Ben Blum-Smith, Contributing Editor For reasons that will not be considered here, I recently learned this dance: Although I have no background in any style of dance, I can now do the whole thing, start to finish. I am … Continue reading
Posted in Classroom Practices, Student Experiences
7 Comments
The things in proofs are weird: a thought on student difficulties
By Ben Blum-Smith, Contributing Editor “The difficulty… is to manage to think in a completely astonished and disconcerted way about things you thought you had always understood.” ― Pierre Bourdieu, Language and Symbolic Power, p. 207 Proof is the central … Continue reading
Online learning in the time of Coronavirus: Tips for students and the instructors who support them
Abbe Herzig, AMS Director of Education In the midst of the upheaval due to the Coronavirus, students and faculty are transitioning to new virtual classrooms. Many of us haven’t chosen to learn or teach, but here we are, making the … Continue reading