Related papers: Please, do tell
Good problems grab us. They invite us to find patterns, make conjectures, and prove-or perhaps disprove-a conjecture. When I first taught, I saw my work as tantalizing students with structures just beyond their reach, so that I could elicit…
Each time we teach, our students communicate to us. They talk, write, and draw. How do we take in their expressions of self and mathematics? How do we listen? In this column, published in the Fall 2023 AWM Newsletter, I explore different…
There are compelling reasons to shift our pedagogy toward evidence-based active learning methods that substantially improve student success, and now plenty of resources to aid in that shift. These include the recent CBMS Statement on Active…
Our introductory classes in statistics and data science use too much mathematics. The key causal effect which our students want our classes to have is to improve their future performance and opportunities. The more professional their…
In the past two decades, teaching and outreach have come to hold an expected place in more missions of mathematics departments and organizations. Still, there is more to do as a mathematical sciences community for mathematics education and…
A close look at students' written work on examinations offers a wealth of information about their performance, their knowledge of the subject, their strengths, weaknesses and misconceptions, and their overall level of mathematical skills…
This note presents reflections drawn from my recent experiences in teaching a course on mathematics and sustainability, with a particular emphasis on raising awareness of the topic and its broader implications. The lectures were structured…
It is well documented that students sometimes resist active learning techniques. A recent study showed how students believed that they learned less in active learning classrooms than they learned in lectures, even though they learned more.…
Even if students can make the blend, interpret physics correctly in mathematical symbology and graphs, they still need to be able to apply that knowledge in productive and coherent ways. As instructors, we can show our solutions to complex…
Despite the large body of research showing that students in STEM classes at all levels learn better via active learning than they do via lecture, post-secondary physics and astronomy (P&A) faculty members continue to primarily use…
This paper discusses several linear algebra activities designed to help enhance students' skills in collaborating, exploring mathematics, and linking together abstract and visual ways of approaching mathematics. Most of these activities are…
Traditional lectures are commonly understood to be a teacher-centered mode of instruction where the main aim is a provision of explanations by an educator to the students. Recent literature in higher education overwhelmingly depicts this…
Math is the backbone of any field. Still its a night mare for many. Recent survey proves that many students become dropouts from their higher education due to math courses. ICT is an enchanted word in the contemporary educational…
This paper shares a classroom story from Fall 2022 to Spring 2025 about a learner centered routine in undergraduate mathematics. I use four steps: an opening question, a short mini lecture about meaning, structured small group work, and a…
Over the past thirty years or so the authors have been teaching various programming for mathematics courses at our respective Universities, as well as incorporating computer algebra and numerical computation into traditional mathematics…
Real-life conjectures do not come with instructions saying whether they they should be proven or, instead, refuted. Yet, as we now know, in either case the final argument produced had better be not just convincing but actually verifiable in…
Usually the first course in mathematics is calculus. Its a core course in the curriculum of the Business, Engineering and the Sciences. However many students face difficulties to learn calculus. These difficulties are often caused by the…
A significant amount of research has considered mathematical proofs, the students who learn them, and the instructors that teach them, from a variety of perspectives. This paper considers this topic from four main perspectives: students'…
Instructors of statistics who teach non-statistics majors possess varied academic backgrounds, and hence it is reasonable to expect variability in their content knowledge, and pedagogical approach. The aim of this study was to determine the…
Mathematics is a mountain, but students need more than descriptions of the view: they need a trail they can actually walk. This paper presents the Math Teaching Atlas, a framework for mathematical exposition built around route units (single…