Tag Archives: mathematical thinking

Our Students Are Your Students Are Our Students: a University-Community College Collaboration

By Ivette Chuca, El Paso Community College; Art Duval, Contributing Editor, University of Texas at El Paso; and Kien Lim, University of Texas at El Paso Every year, at the beginning of the school year, a group of about two … Continue reading

Posted in Faculty Experiences | Tagged , , , , | 1 Comment

My “First” Mathematical Problem and What It Means

I am inspired, by several previous blog entries, to write about my own mathematical awakening, and what I’ve learned from reflecting on it. I went to New York City Public Schools, in the Bronx.  I always enjoyed arithmetic and mastered … Continue reading

Posted in Active Learning in Mathematics Series 2015, K-12 Education, Mathematics Education Research, Student Experiences | Tagged , , , , | 5 Comments

Do We Get to Work at the Board Today?

By Steven Klee, Contributing Editor, Seattle University When I first started incorporating active learning in the classroom, I struggled with getting my students to buy into being active.  I made worksheets, put the students in groups, and excitedly set them … Continue reading

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Transformation of a Math Student’s Learning

By Morgan Mattingly, undergraduate double-major in STEM Education and Mathematics at the University of Kentucky. Comment from the Editorial Board: We believe that in our discussion of teaching and learning, it is important to include the authentic voices of undergraduate … Continue reading

Posted in Student Experiences | Tagged , , , | 4 Comments

Some Thoughts on the Teaching and Learning of Mathematical Practices

By Elise Lockwood, Contributing Editor, Oregon State University and Eric Weber, assistant professor of mathematics education in the College of Education, Oregon State University. As students’ mathematical thinking develops, and they encounter more advanced mathematical topics, they are often expected … Continue reading

Posted in Assessment Practices, Classroom Practices | Tagged , , , | 2 Comments

Striking the Balance Between Examples and Proof

By Elise Lockwood, Contributing Editor, Oregon State University. As an undergraduate, it was easy for me to assume that as my professors conducted mathematical research, beautiful, complete proofs came to them in moments of epiphany. Their work was mysterious to … Continue reading

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