Category Archives: Teaching

Mathematics Students and Legitimate Peripheral Participation

Posted on December 15, 2017 by James Sheldon

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

Posted on October 5, 2017 by James Sheldon

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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Daily Quizzes: the Good, the Bad, and the Ugly—Part 2

Posted on September 11, 2017 by Sarah K. Salmon

You may recall that quite some time ago, I tried to convince you that giving your students a one- or two-question quiz every single day had a myriad of good aspects. You can check out why I loved this method in Part … Continue reading →

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

Posted on August 17, 2017 by James Sheldon

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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SMART

Posted on August 7, 2017 by Behnam Esmayli

As math graduate students, we often get teaching assignments from our departments, some of us tutor independently for financial reasons, and some volunteer to teach at local schools or libraries. Teaching is an inseparable part of our job/life. But that is where … Continue reading →

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