
Opinions expressed on these pages were the views of the writers and did not necessarily reflect the views and opinions of the American Mathematical Society.
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Tag Archives: K12 mathematics
Putting Sums back into Summer
by Scott Taylor Colby College Waterville, ME Every math teacher hears the “What’s it good for?” complaint. Even elementary students want to know what math is good for. But children, especially those who are at risk of not succeeding academically, … Continue reading
Posted in Active Learning in Mathematics Series 2015, Education Policy, Faculty Experiences, K12 Education, Mathematics Education Research, Mathematics teacher preparation, Outreach, Summer Programs
Tagged active learning, community, culture, education, growth mindset, K12 mathematics, mathematical thinking, Mathematics Education, mindset, outreach, problem solving
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Access To Epidemic Modeling
Kurt Kreith and Alvin Mendle, University of California, Davis Covid19 has left teachers seeking topics that are both engaging and lend themselves to online instruction. As a guiding force for the measures that have reshaped our lives, epidemic modeling stands … Continue reading
Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Curriculum, K12 Education, Mathematics Education Research
Tagged active learning, Curriculum, education, epidemiology, K12 mathematics, mathematical modeling, Mathematics Education
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In Memoriam N. N. Konstantinov
by Mark Saul This summer marks the thirtieth year since the end of the Soviet Union. It also marks the passing of one of the great figures of Russian mathematical culture, Nicholas Nikolayevich Konstantinov. This note concerns both events, but … Continue reading
Posted in Communication, History of mathematics education, K12 Education, Mathematics Education Research, Outreach
Tagged community, culture, education, history of mathematics, K12 mathematics, Mathematics Education
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Mathematics as Logic
by Mark Saul Maybe it is obvious, but it is something I’ve come to appreciate only after years of experience: mathematics is logic driven, and teaching and learning mathematics is centered on teaching and learning logic. I find this to … Continue reading
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
MATH ON THE BORDER: Working with unaccompanied migrant children in Federal custody
The events recounted here happened in January 2020. The program described has been suspended during the COVID crisis. Perhaps there will be no need for it when the crisis is over. Nadia looked at me with big brown eyes and … Continue reading
Posted in Active Learning in Mathematics Series 2015, Communication, Faculty Experiences, Influence of race and gender, K12 Education, Mathematics Education Research, Prison
Tagged culture, diversity, education, Immigrant minors, K12 mathematics, Mathematics Education, outreach
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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, K12 Education, Mathematics Education Research, Online Education, Outreach, Student Experiences
Tagged active learning, community, diversity, K12 mathematics, mathematical practices, mathematical thinking, problem solving, productive struggle
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Writing Good Questions for the Internet Era
Jeff Suzuki CUNY Brooklyn The forced conversion to distance learning in Spring 2020 caught most of us offguard. One of the biggest problems we face is the existence of free or freemium online calculators that show all steps required to … Continue reading
Two More Teaching Vignettes
For this month’s blog post, I offer two more vignettes from my classroom experience. My intention, as in the last column, is to communicate what I think of as the essence of teaching, which is the emotional—not just intellectual—bond between … 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