SMART

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 the consensus ends and we enter this wild jungle of ideas about (and debates over) math pedagogy, inquiry-based learning, proofs in math education, technology in math education, and so on. In this short note, I will not touch on any of these issues but rather share with you my own experience with reflecting on my teaching habits and trying to improve on them. Continue reading

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AMS Notices Spotlight August 2017

It’s hard to believe that a month has passed since the last AMS Notices Spotlight. But somehow, in the blink of an eye, it has and just last week the new AMS Notices came out. This month’s Notices feature some great articles about gravitational waves, a section specifically for graduate students, an article about The Global Math Project, and much more. Continue reading

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Adapting Problems to Improve their Groupworthiness

In my last blog post, I discussed the importance of using groupworthy tasks with your students.  For a task to be groupworthy, it should satisfy three criteria: interdependence (the task is mathematically rich enough that students have to work together), multiple abilities (many different mathematical strengths are needed, e.g. verbal, written, spatial, visual), and multiple representations (e.g. graphical, numeric, linguistic and symbolic).

Many teachers do not have such groupworthy tasks in their curriculum, though, and do not have access to such problems.  Many problems that we do have in our textbooks have potential; we just need to learn how to make them groupworthy. Continue reading

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Gauge Theory and Low-Dimensional Topology (Part I: Historical Context)

Hi! This month, I thought I would start a brief series of articles describing the uses of gauge theory in mathematics. Rather than discuss current research directions in gauge theory (of which there are many), I hope to give an overview of the sorts of mathematical questions that gauge theory was first used to answer and a general idea of what it is all about. Our goal for today will be to contextualize the initial advances in low-dimensional topology due to gauge theory by giving a picture of the state of affairs before its introduction. We will thus spend this post establishing some basic terms and ideas for the uninitiated; we will wait until later posts to discuss gauge theory itself and what it can tell us about topology.

I have attempted to make this article as introductory and motivational as possible, especially to readers who are less familiar with the finer historical developments in low-dimensional topology. No background is needed except for (at best) a passing recollection of basic algebraic and differential topology. In several places I have been a bit cavalier with precise definitions for the sake of the exposition. All errors are (of course) mine!

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The “Idea” of a Scheme

The mathematical concept of a “scheme” seems to pop up everywhere, but it’s hard to get a good grasp on what a scheme actually is. Any time you might ask someone what a scheme is in passing, there never seems to be enough time to explain it. On the other hand, if someone finds the time to internalize the full definition, it’s not immediately clear why a scheme is defined the way it is. The following interpretation helped me understand the idea of a scheme at a somewhat deeper level than a quick conversation — and hopefully it can help you too!

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