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Full-Text Articles in Mathematics
An Urgent Plea For More Graduate Programs In Statistics Education, David Eli Drew, Sam Behseta, Cherie L. Ichinose
An Urgent Plea For More Graduate Programs In Statistics Education, David Eli Drew, Sam Behseta, Cherie L. Ichinose
Journal of Humanistic Mathematics
Lately, much has been written about the importance of amplifying statistics-related content in the K-12 curricula. This can be viewed in parallel or as an addendum to the existing mathematics curricula in the United States. Nevertheless, a key component of this debate is the lack of robust and cutting-edge academic programs in statistics education. In this piece, we emphasize the urgent need for investing in creating strong statistics education programs, which would significantly contribute to nurturing quantitative literacy as well as preparing a more informed citizenry in the 21st century.
A Reflection On Growth Mindset And Meritocracy, Rachel L. Petrik, Julianne Vega, Andrés R. Vindas-Meléndez
A Reflection On Growth Mindset And Meritocracy, Rachel L. Petrik, Julianne Vega, Andrés R. Vindas-Meléndez
Journal of Humanistic Mathematics
As mathematicians working in higher education we reflect on meritocracy and growth mindset with a focus on the relationship between the two. We also note the subtle differences between growth mindset and grit. Our reflection ends with suggestions for how to move forward in the math classroom and throughout the collegiate level.
Navigating A Calculus Course During A Pandemic: A Usma Perspective, Shane K. Smith, Tyson H. Walsh, Lee Evans
Navigating A Calculus Course During A Pandemic: A Usma Perspective, Shane K. Smith, Tyson H. Walsh, Lee Evans
Journal of Humanistic Mathematics
In this article we analyze publications written about different teaching modalities and evaluate how each applies to a calculus class during the on-going COVID-19 pandemic. We focus on the positives and negatives of teaching and learning in a virtual, classroom, or HyFlex environment. Although arguments could be made for each environment, especially given different institutional objectives, this work aims to explain why we eventually preferred teaching our Fall 2020 multivariable calculus course in a face-to-face classroom setting at the United States Military Academy at West Point. We also offer measures of performance to compare the current COVID-19 semester with previous …