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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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Category Archives: testing
The Dysfunction of Functions in Abstract Algebra
Kathleen Melhuish & Kristen Lew Texas State University “[Functions] are completely different, which is what makes this course so challenging.” – Abstract Algebra Student Functions are hard for students, even students in abstract algebra courses. Even if students have seen … Continue reading
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Action is the antidote to despair
By: Steven Klee, Seattle University After my day-to-day interactions with students, one of my favorite things about teaching is talking with other teachers. There is no shortage of amazing teachers who are working hard to make their classes better and … Continue reading
Understanding in Calculus: Beyond the “Sliding Tangent Line”
By: Natalie Hobson, Sonoma State University If you give calculus students graphs, they are going to draw tangent lines. As instructors we often encourage students to rely on tangent lines so heavily that discussions about rates of change become lessons … Continue reading
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Precise Definitions of Mathematical Maturity
[This contribution was originally posted on April 15, 2019.] By Benjamin Braun, University of Kentucky The phrase “mathematically mature” is frequently used by mathematics faculty to describe students who have achieved a certain combination of technical skills, habits of investigation, … Continue reading
The Crisis in American Education
The Crisis in American Education John Ewing American education is in crisis… I’m told. Want evidence? Look on the Internet. Search for “education crisis in America” and you will find millions of articles, essays, and (yes) blogs, all describing, … Continue reading
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Precise Definitions of Mathematical Maturity
By Benjamin Braun, University of Kentucky The phrase “mathematically mature” is frequently used by mathematics faculty to describe students who have achieved a certain combination of technical skills, habits of investigation, persistence, and conceptual understanding. This is often used both … 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
Interactive Images—Pictures for the Mind’s Eye
By Judah L. Schwartz, Harvard University a step in the direction of enhancing mathematical insight for teachers and the students they teach What is the real value of interactive manipulable mathematics software? Many educators see value in hands-on learning. To … Continue reading
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Teaching Mathematics Conceptually: An Example
By Roger Howe I have been worrying a lot about mathematics education for over a quarter century now. While many university mathematicians who get involved in mathematics education focus on the need for new teaching methods, I have been drawn … 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
