# All Questions

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42 views

### Mathematician or not [closed]

I'm from India here education system is quite different. Students are not interested to ask why? I took maths for B.Sc, at that time I realized I need to understand maths alot. It drained my time. ...
64 views

### when dealing with sequences, should we teach students to start at 0 or 1?

the reason I prefer starting at 0 is due to a computer science background and also, I think it helps to start at 0 because there are certain reasons that demand it (in particular the combinatorics) ...
• 797
1k views

### Point Deductions - Exams and Quizzes

With regard to an undergraduate statistics course, I am developing a standardized list of point deductions with the TAs (doctoral students) so that graders are consistent in what they are taking off ...
97 views

### Online math quiz: students make short video explaining solution

I am teaching high school math. My students are generally hardworking and competent. Class sizes are about 35. We were recently forced online due to the pandemic, and I have been searching for a way ...
• 209
1 vote
61 views

### What is the text for "the other second-term course in analysis at MIT?"

My question comes from first few paragraphs of preface of "Analysis on Manifolds" by James R. Munkres, as excerpted below: A year-long course in real analysis is an essential part of the ...
• 11
913 views

### Is this motivation for the concept of a limit a good one?

tldr: There is a simple intuitive definition of a limit for monotone sequences, and I suggest that it can be used to motivate the (more complicated) standard definition. I am asking for feedback on my ...
• 419
58 views

### Potential topics for a university level mathematical thinking module

Social science training typically involves statistics as equivalent to "quantitative methods", particularly statistical modelling but also some material about data quality and exploratory ...
• 151
118 views

### How to explain the concept "Without loss of generality" (through examples)?

This is not a precise question. I am curious to know how do you present to your students the (imprecise) concept of "without loss of generality", and how to use it correctly/incorrectly. I ...
• 419
173 views

### Encouraging students to see value in things that can't be measured

It's very tempting for a student who is overly excited about mathematics to discount intellectual work in other fields, particularly the humanities, where the nature of knowledge and knowledge ...
• 2,657
115 views

### Split in pedagogy of propositional logic

In some sources where I read about propositional logic, it is shown that the propositions come with a truth value baked into the sentence. In other books, it is said that the truth value a proposition ...
8k views

### What do you do in order to drag out lectures?

I posted earlier about how I was surprised that a typical Calculus 1 course that meets 3-4 hours each week for 15 weeks only barely manages to reach the fundamental theorem by the end of the course. ...
• 105
497 views

### Help needed to find 7th & 8th grade completed math samples

I am trying to find samples of completed homework, class work and tests for 7th and 8th grade math in the US. I can find a million blank workbooks but not copies that students have completed with ...
• 29
1 vote
611 views

### Why can't students master math simply by passive reading?

Yearly, at least one student emails me this question, after wholly relying on passive reading then failing the exam. They successfully remember and can regurgitate everything from the textbook and ...
• 165
222 views

### To improve in math, why precisely do students need to solve problems, unlike driving that AI cannot do?

Too many parents ask me why students need to work and struggle on exercises to succeed at math — like end of chapter questions in textbooks, and problem sets. Bewildered, they analogize to some ...
• 165
155 views

### Why is there variation in the meaning of "Standard form" for a quadratic?

I'm teaching this year out of "Precalculus with limits" by Ron Larson [7th ed], and the following expression appears in the unit introducing polynomial functions: $f(x)=a{(x-h)}^2+k$ He ...
• 379
925 views

### Geometry in the Community College Curriculum

As many Americans know, the “traditional” high school sequence is: Algebra 1 Geometry Algebra 2 PreCalculus Calculus For those who take developmental education at the community college level, it ...
• 339
1k views

### What is a good pacing for a Calculus 1 undergraduate course?

I am going to teach a Calculus 1 course next semester, and I have 15 weeks for the course material. The class meets MWF for 50 minutes each. I have taught this class before using the same syllabus, ...
• 105
280 views

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118 views

### Which books on geometry and topology are best for teaching an intro graduate course?

I'm teaching a graduate (Master's) introduction to geometry and topology (e.g. some basics on manifolds, vector bundles, algebraic topology). What textbooks have you found are best for teaching a ...
• 151
728 views

### New Math Teacher Seeking Advice [closed]

I am new to teaching math, especially middle school math. My own math education was limited to high school and college calculus. These were painful experiences. How to do I go about learning to teach ...
123 views

### Mathematics and love [closed]

This might seem a bit misplaced, but, is very relevant to mathematics education. The question is, how can I love someone, and teach students to love, or attempt and complete actions of love, through ...
4k views

### What are some research-level opportunities in mathematics that do not focus on proofs?

The research level of mathematics (what is done by professors and upper-level graduate students) tends to be heavily portrayed as focused on writing proofs to the exclusion of most anything else math-...
174 views

### Manipulative materials to teach functions

I am looking for manipulative materials to teach functions (the concepts including domain, image, etc.) and kind of function (affine, quadratic, exponential logarithmic, polynomial, trigonometric) ...