Questions tagged [classroom-interaction]
A focus on the quality, content, or consequences of patterns of action that occur among classroom participants.
24 questions
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Remedying poor interpersonal skills
When I have TAed calculus courses and led discussions, while I did not find myself grossly inept at interacting with students, there was a bit to be desired with making discussion interactive. I am ...
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2
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Utillizing Lakatos' "Proofs and Refutations" in Secondary Education
These days I am reading Imre Lakatos's Proofs and Refutations and I can't stop thinking how one could utilize it in the classroom (mostly high school). Some stray half-baked ideas I have had so far ...
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3
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Common phrases having different meaning
When talking with students it frequently happens that they misunderstand what you meant. The common example is the amount of rigor that one would consider "a proof", but there are other ...
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How to make student work in think-pair-share?
I have been trying the think-pair-share technique in my undergraduate linear algebra class of about 30 students. Some students quite enjoy the experience. But I noticed that some other students simply ...
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tutorial active learning
This is a question I asked on [Academia.se]. It did not get an answer, so I am re-posting it here.
In the country where I live, university students studying mathematics usually attend lectures, ...
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How to balance between teaching to the standardized test vs understanding?
For people teaching high school standardized curriculums such as AP, IB, or A-Levels, how do you find the balance between preparing students for the standardized test compared to ensuring they ...
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Combative students in proofs classes
When teaching my first discrete math class recently, I found a subset of about 5 out of 35 of my primarily computer science students who I struggled to reach. If these students simply struggled with ...
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Peter Liljedahl "Thinking Classroom" pedagogy: what is evidence for its effectiveness?
Peter Liljedahl discusses a lot about "thinking classrooms". There is research and books, which show, that his methods transform classes from "non-thinking" to "thinking"....
CommunityBot
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4
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How To Help a Quiet Class
This term I am teaching a very quiet precalculus class. I am having trouble getting students to answer questions or respond to verbal prompts, even questions I know they can answer. What I initially ...
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What mathematics activities get students physically moving?
What college mathematics topics can be taught in such a way that causes students to physically move around?
Background:
Recently, it was suggested to me by a faculty member (from another academic ...
CommunityBot
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4
votes
2
answers
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Gauging correspondence between classtime and material rate
We are teaching a real analysis course each week for two hours one day and one hour another day. We use a blackboard and we upload most of the class notes to encourage students to participate instead ...
- 3,001
9
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3
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Physical devices for exploring calculus or pre-calculus
I saw this partial derivative machine yesterday, and it got me excited about other physical devices for exploring calculus concepts in a "lab" setting (e.g. make a prediction, collect data, etc.) Do ...
- 1,019
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Interesting Physical Implements for the Classroom
I'm interested in gathering a list of physical objects of mathematical interest for occasional or permanent display in a classroom. Mostly I'm interested in things that are wall-mountable, but any ...
CommunityBot
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4
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2
answers
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Topics in Mathematics for a 15 minute demonstration
I need to appear for an interview for the post of Assistant Professor in Mathematics in an undergraduate college.
My Backgorund : I have studied topics like Algebra comprising of Group Theory,Ring ...
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4
answers
806
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Making physical 3D models
I was thinking to make classroom illustrations of some 3D mathematical objects, such as graphs of 2 variable functions, minimal surfaces, etc.
My question is, what would be a good way to go about it? ...
- 1,014
8
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1
answer
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How to organize a "cheatsheet-making session" with students
I am in charge in my institution of a class where students prepare math interviews to enter university. Part of the time is devoted to the review of the topics of PreCalculus and Calculus the students ...
- 644
16
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1
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How to improve atmosphere in male-dominated courses
I'm teaching a graduate applied mathematics qualifying exam review course this summer, and I have 9 males and 1 female. My co-instructor and I are also both male. While I don't necessarily see this ...
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1
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Erasing students' work - etiquette/guidelines?
What are some guidelines on erasing students' work such as on a chalkboard/whiteboard in a classroom or on paper in a private tutorial class?
Usually this is for the parts of maths that involves ...
- 574
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1
answer
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Assessing the level of students in a class
Recently I've moved to another university and next semester I will have my first class there. The problem is that I don't know the level of the students that will be attending my class. Of course, I'...
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What should I do if I have a student 'hiding' their working out?
I recall in one of my classes earlier this year that I had a student who always 'hid' their working out from me when I walked around to see how well they're going with the question. The usual practice ...
- 1,106
14
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1
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Students blogging on math
Has anyone had their students (high school and beyond) put expositions of math problems/topics/projects on a class blog to be critiqued by other students and revised on-the-fly to provide some ...
- 2,594
19
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3
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When is it appropriate to lecture?
I take it that lecture is rarely the most effective way for a student to learn. Lecture is a case where, I believe, research on learning firmly backs up the common experience that lecture rarely helps ...
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1
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Strategies for encouraging student discussion, explaining, and argumentation about mathematics
How do we get students to see their own explanations as valuable to their learning?
For instance, talking can help a student uncover misconceptions that might otherwise remain unexplored until much ...
- 1,574
14
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2
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How have you used technology to create an opportunity for mathematical reasoning in your classroom?
Shaffer and Kaput (1998) wrote that technology has the power to transform the mathematical thinking that is possible in classrooms, giving students new ways of experiencing mathematics as a sense-...
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