DUE Point – Page 2 – Mathematical Association of America

Featured Resources

There and Back Again: A Tale Of Chatbots and Climate

By Lew Ludwig May has felt like a whirlwind of workshops and webinars on AI in education, including the MAA OPEN Math series and an online short course for the Ohio MAA. It was great connecting with colleagues who actually understood my well-worn jokes about extroverted mathematicians staring at their own shoes. Amidst the flurry...

The utility of pure research into esoteric topics can facilitate societal revolutions.

By Keith Devlin @KeithDevlin@fediscience.org, @profkeithdevlin.bsky.social Though my mathematical research since the mid-1980s has focused almost exclusively on the application of mathematical thinking to real-world problems, my PhD and almost all my research in the decade or more that followed it were in the decidedly pure areas of axiomatic set theory, in particular a study of the axioms...

Discussions About Proofs Drive Student Learning

By Audrey Malagon Instructors know that students need deep understanding in proof-based courses. The literature shows that active learning has serious potential to help students make these learning gains. Kate Melhuish, Paul Dawkins, Kristen Lew, and Robert Sigley see discussion as a key mechanism for inviting students into the generation and understanding of mathematical ideas....

Undergraduate-Driven Research Sparks Interest and Addresses Inequities in Recruiting Mathematics Students

By Erin Moss, Co-Editor, DUE Point, Millersville University Dr. Terrance Pendleton, an Associate Professor of Mathematics at Drake University, serves as the Principal Investigator on a project designed to cultivate undergraduates’ interest in mathematics while addressing inequities surrounding recruitment into the major. The Research on the Impact of Inviting Early College Students to be Mathematicians...

Cura Personalis: Care of the Whole Person

By Jana Talley, Co-Editor of DUE Point, Jackson State University Research shows that commuter students are less engaged in scholarly activities outside of class and can feel disconnected from their collegiate experiences due to work obligations, family responsibilities, and additional travel time constraints. With over 80% of Saint Peter’s University students commuting to campus, the...

Supporting Transition to Proof Courses with Calculus Context

By Audrey Malagon Moving from the calculus sequence to abstract mathematics can be challenging for students. The ASPIRE team seeks to build on students’ previous experiences in calculus with intentionally designed, inquiry-oriented materials that support students as they transition to upper level mathematics. In this post, Dr. Tenchita Alzaga Elizondo, Research Associate at Portland State...

BAMM! – A Pathway to the PhD

By: Jana Talley, Co-Editor of DUE Point, Jackson State University 2022 BAMMFest with the 1st and 2nd cohort of participants The BAMM! program, Bolstering the Advancement of Master’s in Mathematics to Prepare for Doctoral Mathematics Programs, is a collaborative S-STEM grant between three California State University (CSU) campuses: Fresno State, Cal Poly Pomona, and San...

Scholarships Ensure Quality STEM Educators in Western Pennsylvania

By Erin Moss, Co-Editor, DUE Point, Millersville University The Edinboro Noyce Teacher Scholar (ENTS) program began in Fall 2019 with the goal to increase the number of STEM teachers in western Pennsylvania. Undergraduate STEM majors and recent postgraduates seeking teacher certification engage in seminars and workshops to prepare them to work in high-need school districts. ...

IOLA-X: Experiencing Linear Algebra through Inquiry-Oriented Activities

By Jana Talley, DUE Point Co-Editor, Jackson State University Inquiry-Oriented Linear Algebra Extended (IOLA-X) is the continuation of a collaborative curriculum design project that began over a decade ago. During the first IOLA project (NSF DUE #1245673/1245796/1246083), the instructional design theory of Realistic Mathematics Education (RME), which frames mathematics as a human activity, was employed...

Effective Professional Development: What we can learn from PRODUCT

By Audrey Malagon A few months back, Stan Yoshinobu told us about the PRODUCT (PROfessional Development and Update through Collaborative Teams) program’s efforts to get IBL into classrooms across the country through a robust professional development program for faculty. A key part of their project was evaluating the effectiveness of their approaches to professional development....

Building Teacher Educators’ Confidence with Mathematics and Statistics Action Technologies

By Erin Moss, Co-Editor, DUE Point, Millersville University From Allison NcCulloch, PI: “This is Nina Bailey–one of the GRAs that worked tirelessly to make this project a success!” Faculty who prepare preservice secondary mathematics teachers (PSMTs) are not always familiar with or confident utilizing the software those teachers may soon encounter in their own teaching....

Digital Activities Promote Mathematical Reasoning in College Algebra

By Erin Moss, Co-Editor, DUE Point, Millersville University The Promoting Mathematical Reasoning and Transforming Instruction in College Algebra project helps instructors use digital activities to facilitate a shift in classroom emphasis from simple answer-finding to mathematical reasoning. The project specifically focuses on high-enrollment lower-division undergraduate mathematics courses like college algebra, where such a shift can...

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