Teaching & Learning – Page 12 – Mathematical Association of America

Featured Resources

Why does perceiving another person feel like tracing paths on the surface of a sphere?

By Aji Kang Recently I have been spending a lot of time talking with my mom, and we have been pondering together over what makes people into the people they are. Naturally, these discussions have made me wonder what makes me perceive people as the people they are. I noticed that there is a clear...

Modernizing Undergraduate Mathematics

By David Bressoud @dbressoud As of 2024, new Launchings columns appear on the third Tuesday of the month. The recent New York Times article, “They Spent Years on a Math Problem. Then They Were Scooped by A.I.” is one illustration of how fast and dramatically the mathematical landscape is changing. We do not need a wholesale...

Not My Proudest Moment

By Lew Ludwig In this series, I share teaching mistakes I have made in the hopes that others can learn from my missteps or try to avoid them. For this installment, I will share a practice that was not my proudest moment. Early in my career, my institution had a policy that students could add/drop...

“It’s Awesome Up Here!”: Engaging with Math Outside the Classroom

By Lauren Siegel @mathhappensorg @mathhappensfoundation This morning was the first time I was able to introduce Vallejo youngsters to the fractals. They loved them! They always enjoy coloring, but were blown away by the idea of using numbers, math, and shapes to create art. I let them imagine, and two little girls teamed up to...

Selected Data from the 2021 CBMS Survey, Part I

By David Bressoud @dbressoud Starting in January 2024, Launchings will begin a new practice of coming out on the third Tuesday of the month. The CBMS surveys of undergraduate programs in the mathematical sciences in the United States have run every five years, starting in 1965. Because of COVID, the 2020 survey was postponed until...

Amber and the “Real” Semester

By Richard Delaware In fall 2014, I taught an introductory real analysis course (Math 402) at the University of Missouri--Kansas City. One of my students, Amber, struggled with the material, as many students do. In analysis, students need to prove or provide a reasoned argument for statements that it seems just a moment ago in...

Faculty Professional Development as a Path to STEM Student Success

As Told By Melinda Lanius Edited By Erin Moss, Co-Editor, DUE Point, Millersville University Research demonstrates that evidence-based, inclusive pedagogical practices increase student success in STEM coursework. The Inclusive Course Design for Enhancing Active Learning in STEM (IDEALS) project is designed to expand the knowledge base by investigating the impact of faculty professional development on...

Was it Worth it?

By Ellen Veomett “So, do you think it was worth it?” This is the number one question I get when I mention to friends or colleagues that, 15 years after getting my PhD in math, I decided to get a Master’s degree in Computer Science. This is a very straightforward question, to which I have...

Trends in Minority Enrollments

By David Bressoud @dbressoud Last month I presented trends in Bachelor’s degrees earned in the mathematical sciences, with particular attention to gender disparities. This month I want to dig a little deeper into the different categories of students as tracked by the National Center for Education Statistics (NCES), in particular what has happened to the...

More Games Involving Geometry: EvenQuads

By Gary Gordon and Liz McMahon In our last episode, we saw how the card game SET® is closely tied to affine geometry. [See this post for the details.] SET cards have four attributes – number, color, shading, and shape – and each of those attributes has three possibilities: the number is 1, 2, or...

From Rejection to Redemption: A Tale of Two Job Searches

By Aaron Wootton It was the Fall semester of 2003; I was sat at a table having lunch with friends from graduate school. One friend asked, “Who has started applying for jobs?” It dawned on me: this was my last year of graduate school, and I needed to do something afterwards. I have no idea...

Motivated by Business, Empowered by Math

By DUE Point Lead Editor, Audrey Malagon, Virginia Wesleyan University DUE Point blog has featured several projects affiliated with the NSF-funded SUMMIT-P project focused on how mathematics curriculum can best support students’ needs in partner disciplines, including business. In this post, Mike May of St. Louis University tells us about the Business College Algebra subproject...

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