Physical Sciences and Mathematics Commons^™

Guidelines For Good Mathematical Writing, Francis Su

All HMC Faculty Publications and Research

Communicating mathematics well is an important part of doing mathematics. Many of us know from writing papers or giving talks that communicating effectively not only serves our audience but also clarifies and structures our own thinking. There is an art and elegance to good writing that every writer should strive for. And writing, as a work of art, can bring a person great personal satisfaction.

Within the MAA, we value exposition and mathematical communication. In this column, I’m sharing the advice I give my students to help them write well. There are more extensive treatments (e.g., see Paul Halmos’s How …

To The Mathematical Beach, Francis Su

All HMC Faculty Publications and Research

What context am I missing that hinders my connection with my students? How often do I take the time to get to know their backgrounds? What are the primary experiences that shaped them, and do those present obstacles or opportunities for learning? And in what ways does the mathematical beach say “open to all” but still feel restricted?

These questions appear unrelated to mathematics, but if we ignore their effects, some of our students will not flourish.

Direct, Biomimetic Synthesis Of (+)-Artemone Via A Stereoselective, Organocatalytic Cyclization, Eric D. Nacsa, Brian C. Fielder, Shannon P. Wetzler, Veerasak Srisuknimit, Jonathan P. Litz, Mary J. Van Vleet, Kim Quach, David A. Vosburg

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We present a four-step synthesis of (+)-artemone from (–)- linalool, featuring iminium organocatalysis of a doubly diastereoselective conjugate addition reaction. The strategy follows a proposed biosynthetic pathway, rapidly generates stereochemical complexity, uses no protecting groups, and minimizes redox manipulations.

Counting On R-Fibonacci Numbers, Arthur Benjamin, Curtis Heberle

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We prove the r-Fibonacci identities of Howard and Cooper using a combinatorial tiling approach.

Probing The Inverted Classroom: A Study Of Teaching And Learning Outcomes In Engineering And Mathematics, Nancy K. Lape, Rachel Levy, Darryl Yong

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Flipped classrooms have started to become commonplace on university campuses. Despite the growing number of flipped courses, however, quantitative information on their effectiveness remains sparse. Active learning is a mode of instruction that focuses the responsibility of learning on learners. Multiple studies have shown that active learning leads to better student outcomes. Given that instructors in flipped classrooms are generally able to create more opportunities for students to apply or practice course material, we hypothesized that students in a flipped classroom would exhibit more learning compared to students in an unflipped class. This case study describes our research comparing …