Tag Archives: mathematical thinking

The Choice to go Asynchronous: Discussion Board Based IBL

Posted on November 1, 2020 by msaul

by Tien Y. Chih Montana State University, Billings Since the COVID-19 pandemic hit during the Spring of 2020, I’ve been nothing short of impressed and amazed at my colleagues’ resourcefulness and creativity in shifting their courses to an online modality.  … Continue reading →

Posted in Active Learning in Mathematics Series 2015, Classroom Practices, Communication, Faculty Experiences, Mathematics Education Research, Online Education, Student Experiences | Tagged , , , , , | Leave a comment

THE ZOOM ROOM: Vignette and Reflections About Online Teaching

Posted on September 1, 2020 by msaul

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, K-12 Education, Mathematics Education Research, Online Education, Outreach, Student Experiences | Tagged , , , , , , , | Leave a comment

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

Posted on May 20, 2019 by Art Duval

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

Posted on June 16, 2018 by msaul

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?

Posted on September 18, 2017 by Steven Klee

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

Posted on October 20, 2014 by Priscilla Bremser

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

Posted on August 10, 2014 by Elise Lockwood

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

Posted on June 10, 2014 by Elise Lockwood

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 →

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