This practical, engaging book explores the fundamentals of pedagogy and the unique challenges of teaching undergraduate mathematics not commonly addressed in most education literature.
Professor and mathematician, Suzanne Kelton offers a straightforward framework for new faculty and graduate students to establish their individual preferences for course policy and content exposition, while alerting them to potential pitfalls. The book discusses the running of day-to-day class meetings and offers specific strategies to improve learning and retention, as well as concrete examples and effective tools for class discussion that draw from a variety of commonly taught undergraduate mathematics courses. Kelton also offers readers a structured approach to evaluating and honing their own teaching skills, as well as utilizing peer and student evaluations.
Offering an engaging and clearly written approach designed specifically for mathematicians, A Beginner’s Guide to Teaching Mathematics in the Undergraduate Classroom offers an artful introduction to teaching undergraduate mathematics in universities and community colleges. This text will be useful for new instructors, faculty, and graduate teaching assistants alike.
Author(s): Suzanne Kelton
Publisher: Routledge
Year: 2020
Language: English
Pages: 218
City: London
Cover
Half Title
Title Page
Copyright Page
Dedication
Contents
Acknowledgements
Introduction
Course Overview One
A Note on Terminology
Determining Desired Learning Outcomes
Assessment
Determining a Beginning Classroom Strategy
Backward Design
Quick Glance: Terminology Overview
Course Policies, Philosophies, and Syllabi Two
Course Policies
Syllabi
The Basics of the Classroom Three
The First Day of Class
Preparing for Class
During Class and Office Hours
After Class
Assessment Four
Fostering Academic Honesty with Assessment
Homework
Quizzes
Preparing Students to Take an Exam
Writing an Exam
The Exam Was Too Long!
Grading an Exam
Addressing Instances of Academic Dishonesty
Course Grades
Challenges and Opportunities within Commonly Taught Courses Five
Discussion Sections
Algebra – Is It Too Late?!
Precalculus
Calculus I: Differential Calculus
Calculus II: Integral Calculus
Sophomore Calculus
Elementary Linear Algebra
Proof Courses
Upper-Level Courses
Growth through Evaluation and Education Six
Self-Evaluation
Peer Evaluations and Collaborations
Student Evaluations
Pedagogical Professional Development
Going beyond Traditional Lecture Seven
Preparing to Try Something New
Active Learning
Course Designs for Active Learning
Online Courses
A Final Note on Innovation
Conclusion
References
Index
