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

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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

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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

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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

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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

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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

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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

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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

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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

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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

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