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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
Tag Archives: active learning
Learning Mathematics through Embodied Activities
By Hortensia Soto-Johnson, Professor, School of Mathematical Sciences, University of Northern Colorado Those of us who teach mathematics know that students struggle writing the symbolism of mathematics even through they can articulate some of the concepts behind the symbolism. Those … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged active learning, embodied cognition, geometry, preservice teachers
1 Comment
What is Early Math and Why Should We Care?
By Jennifer S. McCray, Assistant Research Scientist and Director of the Early Math Collaborative at Erikson Institute Effective early childhood math teaching is much more challenging than most people anticipate. Because the math is foundational, many people assume it takes … Continue reading
Posted in Classroom Practices, Early Childhood, Education Policy
Tagged active learning, early math, kindergarten, preschool
9 Comments
Active Learning in Mathematics, Part VI: Mathematicians’ Training as Teachers
By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s … Continue reading
Active Learning in Mathematics, Part V: The Role of “Telling” in Active Learning
By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s … Continue reading
Active Learning in Mathematics, Part IV: Personal Reflections
By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s note: This is … Continue reading
Active Learning in Mathematics, Part III: Teaching Techniques and Environments
By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s … Continue reading
Active Learning in Mathematics, Part II: Levels of Cognitive Demand
By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s … Continue reading
Active Learning in Mathematics, Part I: The Challenge of Defining Active Learning
By Benjamin Braun, Editor-in-Chief, University of Kentucky; Priscilla Bremser, Contributing Editor, Middlebury College; Art Duval, Contributing Editor, University of Texas at El Paso; Elise Lockwood, Contributing Editor, Oregon State University; and Diana White, Contributing Editor, University of Colorado Denver. Editor’s … Continue reading
Using Primary Source Projects to Teach Mathematics
by Janet Barnett, Colorado State University – Pueblo; Dominic Klyve, Central Washington University; Jerry Lodder, New Mexico State University; Daniel Otero, Xavier University; Nicolas Scoville, Ursinus College; and Diana White, Contributing Editor, University of Colorado Denver Mathematics faculty and educational … Continue reading
Posted in Classroom Practices
Tagged active learning, history of mathematics, primary sources, teaching, undergraduate
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Teaching Practices Between and Beyond All Lecture and All Student Discovery
By Benjamin Braun, Editor-in-Chief, University of Kentucky. This post is inspired by an article by Karen Marrongelle and Chris Rasmussen [1], in which they discuss the false dichotomy between all lecture and all student discovery as the two exclusive teaching … Continue reading
Posted in Assessment Practices, Classroom Practices
Tagged active learning, active lecture, guided discovery, writing
2 Comments
