Introducing Power Analysis in the Mathematics Classroom

By Carrie Diaz Eaton Over the last several years, there have been a number of calls for us to understand and convey to students that mathematics is not neutral. Piper H’s Inclusion/Exclusion blog calling to #DisruptJMM, Belin Tsinnajinnie’s 2020 Hrabowski-Gates-Tapia-McBay Invited Lecture on colonialism in education and mathematics, and the NCTM position statement on the...

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What Makes Active Learning Effective?

By Michael Oehrtman After a few classes in which students were working in groups, one table called me over for help. I responded to their question with my own, that I expected would point them in a productive direction. Clearly not appreciating my Socratic turn, one student burst out in frustration. “Aren't you going to...

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Seeing is Believing : Using 3D Visualization to Strengthen Student Understanding

By Jana Talley (X, Instagram) Guiding students in visualizing mathematical concepts is one of the most challenging aspects of teaching calculus. As such, professors continuously seek out technological tools to aid in these tasks. One tool that has become a staple for both instructors and students across the country is CalcPlot3D, a free online 3D...

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The Calculus Video Project

By David Bressoud @dbressoud As of 2024, new Launchings columns appear on the third Tuesday of the month. If you do not know about the Calculus Videos Project (calcvids.org), you should check it out. This NSF-sponsored project [1] led by Aaron Weinberg, Jason Martin, and Michael Tallman produced high quality videos built around 30 topics...

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Navigating a Math REU

By Sara Costa During my sophomore year in college, my linear algebra professor told me about a research experience for undergraduates (REU). At the time, I did not know what an REU was and had no idea what to expect. That semester, I met Rachel Bailey, who was giving a talk at my university --...

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There and Back Again: Of Tails and Tubes

By Lew Ludwig Recently, I was pleased to run into two former students collaborating at a whiteboard table in our library. They were deep in thought—or perhaps confusion (are these really so different?)—over something written on the table. After our initial pleasantries, I asked what they were working on: sequences. They were puzzling over the...

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How Low Can the Popular Vote Go?

Editor's Note: This post is a reprint from 2020 that is highly relevant to the current moment. Math Values is actively seeking submissions related to the 2024 election - submit ideas or drafts to blogs@maa.org.  By: Tim Chartier, Patrick Danielson, Jonad Pulaj, and Ben Yokoyama Internet ads, emails, phone calls, yard signs and TV analysts...

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The Shifting Sands of Algebra

By Keith Devlin @KeithDevlin@fediscience.org, @profkeithdevlin.bsky.social My August post about the growth (and changing nature) of algebra generated some feedback. For the most part, those who objected to one or more statements seemed to be motivated by an assumption of what the word “algebra” means (or should be taken to mean). That certainly seems to be...

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The Personal Price of Professional Success

By Dave Kung [LinkedIn] Around the time my daughter Ellie turned 10, she and her friends started dipping their toes into the enticing water that is cursing. A discussion over dinner led to our house rule: It’s fine to swear – as long as you know when not to. The same word or phrase can...

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Tricks & Tips for Writing a Successful NSF DUE Grant

By Suzanne Dorée, Doug Ensley, April Strom At the MAA MathFest2024 in Indianapolis, a panel of seasoned grant proposal writers and NSF program officers offered advice on planning and preparing proposals for grants from the National Science Foundation’s (NSF) Division of Undergraduate Education (DUE), particularly for the program called “Improving Undergraduate STEM Education,” or IUSE,...

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