{"id":1811,"date":"2017-09-05T08:00:44","date_gmt":"2017-09-05T12:00:44","guid":{"rendered":"http:\/\/blogs.ams.org\/matheducation\/?p=1811"},"modified":"2017-09-25T13:59:35","modified_gmt":"2017-09-25T17:59:35","slug":"the-third-year-of-on-teaching-and-learning-mathematics","status":"publish","type":"post","link":"https:\/\/blogs.ams.org\/matheducation\/2017\/09\/05\/the-third-year-of-on-teaching-and-learning-mathematics\/","title":{"rendered":"The Third Year of \u201cOn Teaching and Learning Mathematics\u201d"},"content":{"rendered":"

By Benjamin Braun, Editor-in-Chief<\/a>, University of Kentucky<\/span><\/i><\/p>\n

Summer 2017 brought the third anniversary of <\/span>On Teaching and Learning Mathematics<\/span><\/i> and with it our annual review of the articles we have published since our <\/span>previous year in review article<\/span><\/a>. Over the past year, our articles have covered a range of topics and ideas, and I have loosely collated them by the following topics: active learning, K-12 education, summer experiences, assessment, diversity and inclusion, curricular issues, and mathematical culture. As we begin a new academic year, we hope you will take some time to read them (or read them again!) and be inspired.<\/span><\/p>\n

Active Learning<\/b><\/p>\n

Active learning was a major topic for us again this year. Henrich, Blanco, and Klee shared ideas for supporting productive collaboration and conversation. LaRose argued that effective teaching is essentially inefficient, and that active learning is a prime example of this. Ellis Hagman interviewed several colleagues to find out how their use of active learning impacts\u00a0students from marginalized populations. Bremser reflected on a broadly-used form of active learning many of us overlook: tutoring.<\/span><\/p>\n