Author Archives: James Sheldon

Teaching Lessons from a Summer of Taking Mathematics Courses

Although I am a mathematics education graduate student and am not required to take mathematics courses as a part of my PhD, I had the opportunity to take several mathematics graduate courses this summer as part of a Mathematics Graduate … Continue reading

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Reflections on Time and Space in Mathematics Classrooms

During this semester of teaching, I have decided to focus on the ways in which I engage with time and space in the classroom.  To frame this consideration, I have been looking at a book chapter entitled Landscaping Classrooms Towards … Continue reading

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Mathematics Students and Legitimate Peripheral Participation

One of the things that mathematics educators often talk about is the idea of teaching the norms of the discipline of mathematics to students, starting at a fairly young age.  In Jo Boaler and Cathlee Humphreys’ book Connecting Mathematical Ideas: … Continue reading

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Why we need Receptive Learning to have Active Learning

In a recent issue of Notices of the AMS, Benjamin Braun, Priscilla Bremser, Art M. Duval, Elise Lockwood, and Diana White make a compelling case to include active learning in mathematics. I want to make a less popular move and … Continue reading

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What to Do When a Group Gets Stuck Working on a Task

In my previous post, I discussed how to adapt a problem that you have found in order to make the problem groupworthy. One of the important things to consider when adapting real-world problems is to avoid giving step-by-step instructions and formulas … Continue reading

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