Education Commons^™

The Art Of Teaching Mathematics, Garikai Campbell, Jon T. Jacobsen, Aimee S A Johnson, Michael E. Orrison Jr.

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On June 10–12, 2007, Harvey Mudd College hosted A Conference on the Art of Teaching Mathematics. The conference brought together approximately thirty mathematicians from the Claremont Colleges, Denison, DePauw, Furman, Middlebury, Penn State, Swarthmore, and Vassar to explore the topic of teaching as an art. Assuming there is an element of artistic creativity in teaching mathematics, in what ways does it surface and what should we be doing to develop this creativity?

Teaching Time Savers: The Exam Practically Wrote Itself!, Michael E. Orrison Jr.

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When I first started teaching, creating an exam for my upper division courses was a genuinely exciting process. The material felt fresh and relatively unexplored (at least by me), and I remember often feeling pleasantly overwhelmed with what seemed like a vast supply of intriguing and engrossing exam-ready problems. Crafting the perfect exam, one that was noticeably inviting, exceedingly fair, and unavoidably illuminating, was a real joy.

Teaching Time Savers: Is Homework Grading On Your Nerves?, Lisette G. De Pillis, Michael E. Orrison Jr.

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You have probably heard it said that we learn mathematics best when we do mathematics, or that mathematics is not a spectator sport. For most of our students, this means that their mathematics courses will involve a fair amount of homework. This homework is often used to evaluate individual student progress, but it can also be used, for example, as a catalyst for discussion, to emphasize a point made in class, and to identify common misunderstandings throughout the class as a whole. There is, however, the matter of grading homework.

Teaching Time Savers: Some Advice On Giving Advice, Michael E. Orrison Jr.

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There are always a lot of questions that need to be answered at the beginning of a course. When are office hours? What are the grading policies? How many exams will there be? Will late homework be accepted? We have all seen the answers to these sorts of questions form the bulk of a standard course syllabus, and most of us feel an obligation (and rightly so) to provide such information.

Teaching Time Savers: Style Points, Michael E. Orrison Jr.

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When I began as an assistant professor, I had a pretty good sense of how much time it would take for me to prepare for each class. After a few conversations with my new colleagues, I even had a good sense of how much time I should devote to tasks like office hours and committee work. Somewhere in the middle of grading my first exam, though, it became painfully clear that I had underestimated the amount of time I would need to grade exams!

Teaching Time Savers: A Recommendation For Recommendations, Michael E. Orrison Jr.

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I admit it — I enjoy writing recommendation letters for my students. I like
learning about their hopes and dreams, where they have been and where they want to go. A recommendation letter is an opportunity to remind myself how much my students can grow while they are in college, and how much I have grown as an instructor, advisor, and mentor.

Communicating Applied Mathematics: Four Examples, Daniel E. Finkel, Christopher Kuster, Matthew Lasater, Rachel Levy, Jill P. Reese, Ilse C. F. Ipsen

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Communicating Applied Mathematics is a writing- and speaking-intensive graduate course at North Carolina State University. The purpose of this article is to provide a brief description of the course objectives and the assignments. Parts A–D of of this article represent the class projects and illustrate the outcome of the course:

• The Evolution of an Optimization Test Problem: From Motivation to Implementation, by Daniel E. Finkel and Jill P. Reese

• Finding the Volume of a Powder from a Single Surface Height Measurement, by Christopher Kuster

• Finding Oscillations in Resonant Tunneling Diodes, by Matthew Lasater

• …

Looking Beyond The Curriculum In Jamaica, Jon T. Jacobsen, Michael E. Orrison Jr.

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In August 2004, we had the opportunity to travel to Jamaica to lead a pilot workshop for Jamaican high school math teachers. The workshop focused on the importance of mathematical context in the teaching of mathematics. It was sponsored by the Gibraltar Institute, a Jamaica-based nongovernmental organization led by Trevor Campbell (Pomona College) and Reginald Nugent (Cal State Pomona), Jamaica’s College of Agriculture, Science and Education, and Harvey Mudd College.