tag:blogger.com,1999:blog-7251686825560941361.comments2017-02-14T19:35:29.846-05:00Launchings by David BressoudMathematical Association of Americahttp://www.blogger.com/profile/10559021045290192742noreply@blogger.comBlogger68125tag:blogger.com,1999:blog-7251686825560941361.post-60247647690755359852016-06-01T00:31:39.346-04:002016-06-01T00:31:39.346-04:00You have given wonderful ideas for teachers. It is...You have given wonderful ideas for teachers. It is too important that teacher's resume should be effective and also their personality should have too good.If we find somewhere for teacher job then firstly we will have to perfect for this purpose.Thanks.Kevin cautohttp://teachercatapult.comnoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-39319591815012464302016-05-16T23:23:04.713-04:002016-05-16T23:23:04.713-04:00Dr. Bressoud,
I was one of your students at Penn ...Dr. Bressoud,<br /><br />I was one of your students at Penn State in probably the 91-92 academic year. I took Math 401 Introduction to Analysis with you. I still look back fondly on that experience. Although it was only this one class, you are one of the most influential teachers I have had through two Masters degrees. I am now a lecturer at Kennesaw State University and continually strive to be a more effective teacher. Thank you for setting such a great example and sharing your knowledge and experience with math teachers everywhere. I wish you the best in your semi-retirement.Ken Keatingnoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-11949685427268957062016-03-08T02:56:15.656-05:002016-03-08T02:56:15.656-05:00Overall that's amazing thoughts.Overall that's amazing thoughts.GinaPotvin67http://www.blogger.com/profile/15056838706666387249noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-17933901457855444642016-03-07T06:45:19.712-05:002016-03-07T06:45:19.712-05:00That's indeed an interesting sharing.That's indeed an interesting sharing.Frank Millerhttp://www.blogger.com/profile/17074009441989602510noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-30352190206567923302016-03-05T09:28:15.119-05:002016-03-05T09:28:15.119-05:00Nice to see your blogpost.Nice to see your blogpost.Thomas Cuevashttp://www.blogger.com/profile/08440682417289640675noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-19674131453806813412016-02-02T16:02:16.629-05:002016-02-02T16:02:16.629-05:00Feynman is one of my favorite teachers, even thoug...Feynman is one of my favorite teachers, even though I have never met him in person. <br /><br />How could then he be one of the teachers that had influenced me so much, one can ask. Well I watched his QED lectures on VHS tapes.<br /><br />Perhaps that _is_ why he is one of my favorite teachers. I watched and listened his _recordings_, where I can _pause_ at any time to ponder over the things that has been presented to me. In real lectures, that rarely happens; one does not have the luxury to ask "Professor, can you stop speaking for five minutes so that I can think about what you have just said?"<br /><br />Besides, when it comes to learning, more important question would be--after having watched Feynman lectures--can the student reproduce the main arguments presented in the lectures? I would have strong doubts about that.shhttp://www.blogger.com/profile/01026152144564821143noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-88835105663431667342016-01-12T07:05:51.702-05:002016-01-12T07:05:51.702-05:00I am really inspired with your writing. That parti...I am really inspired with your writing. That particular topic is good.Erma Casiashttp://www.blogger.com/profile/05435675622017105709noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-32478927072368899622016-01-06T10:06:23.485-05:002016-01-06T10:06:23.485-05:00Access to Trellis is closed, invite-only
I'm ...Access to Trellis is closed, invite-only<br /><br />I'm hoping one of our math faculty may wish to attend the workshop.Doug Holtonhttp://www.blogger.com/profile/02740763550543657462noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-53384811279466719952015-12-25T01:19:33.193-05:002015-12-25T01:19:33.193-05:00Overall that post is full of information and thank...Overall that post is full of information and thanks for writing.Sharda Hinkelhttp://www.blogger.com/profile/03049412878821578827noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-60947534290799276612015-12-23T06:44:29.067-05:002015-12-23T06:44:29.067-05:00Good post you shared here i hope you will write mo...Good post you shared here i hope you will write more.Mark Dawkinshttp://www.blogger.com/profile/03049412878821578827noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-29292917624170241612015-12-09T05:51:13.559-05:002015-12-09T05:51:13.559-05:00So it will be another good thing to do. So it will be another good thing to do. Ero Jordanhttp://www.blogger.com/profile/15784098627152517541noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-8936974358185102232015-10-31T14:07:50.734-04:002015-10-31T14:07:50.734-04:00Amazing post.Amazing <a href="https://www.facebook.com/" rel="nofollow">post</a>.max denhttp://www.blogger.com/profile/05534825431901167691noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-33576126044879093242015-10-31T13:42:36.640-04:002015-10-31T13:42:36.640-04:00wow.. fantastic article.. thanks you for sharing.wow.. fantastic article.. thanks you for sharing.adreenegarahttp://mp3nusantara.wapka.mobinoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-8298812669113715472015-07-13T11:02:14.781-04:002015-07-13T11:02:14.781-04:00The following comments are a reaction to the three...The following comments are a reaction to the three columns about Calculus at Crisis.<br /><br />a. How do you define marginally qualified and marginally prepared, and how are these attributes measured? One constant of my years (over 40 years) of teaching was the view of colleagues in disciplines from English, Economics, Physics, Mathematics, etc. that students in their classes were not "prepared."<br /><br />b. Mathematics has grown in importance as a tool for progress in so many disciplines, not only traditional ones such as Engineering, Physics, and Economics but others such as Business, Computer Science, and Biology. It is not clear to me that the mathematics college teaching community has kept apace of this reality. Not only does one hear that there is little room in the curriculum of courses in Calculus, discrete mathematics, and linear algebra for the diverse applications of these subjects, but there is even little "lip service" to putting the theory and applicability of mathematics on an equal footing in terms of the exposure that mathematics majors have to these two "poles" of mathematics. In recent years I know of examples where Computer Science departments are talking about or have taken back the teaching of discrete mathematics and linear algebra from the mathematics department at their school. For example, I have heard computer scientists complain that the linear algebra that their students see taught in the mathematics department makes no mention of finite fields or even the field of two elements, and emphasizes linear algebra over the complex numbers. Many mathematics courses are taught outside of mathematics departments (including those with Calculus content) because applicability of mathematics in mathematics department courses is rarely emphasized. The way people who get doctorates in mathematics are educated is such that they rarely see a broad range of applications of mathematics.<br /><br />c. Many mathophobic parents who want their children to go to elite/highly selective colleges encourage their kids to take Calculus in high school. And many high school students feel they would rather try to get AP credit for some mathematics course in the "protective" environment of high school rather than take mathematics in college. Joseph Malkevitchhttps://york.cuny.edu/~malk/noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-31299696780407020732015-07-01T20:31:38.963-04:002015-07-01T20:31:38.963-04:00Wright State started a program (now spread to over...Wright State started a program (now spread to over 50 universities) in which engineering faculty teach a "math for engineering applications" course that students take before calculus. 89% of students who took that course got a C or better in Calculus compared to 60% who did not: http://cecs.wright.edu/community/engmath<br />They don't replace math department courses (or placement exams), but supplement/augment them.<br /><br />One root of the problem is transfer (or lack thereof). What the math students learn isn't transferring to physics, let alone engineering. Situated cognition/learning approaches help address this, by teaching concepts in context. This includes authentic learning techniques like problem-based learning, service learning, simulations, and the like.Doug Holtonhttp://www.blogger.com/profile/02740763550543657462noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-20260985506635399022015-05-07T08:40:07.586-04:002015-05-07T08:40:07.586-04:00Great piece of writing, I really liked the way you...Great piece of writing, I really liked the way you highlighted some really important and significant points. Thanks so much, I appreciate your work.<br /><br /><a href="http://www.capitalcollegeconsulting.com/stem-majors" rel="nofollow">STEM Majors</a>Aaron axelhttp://www.blogger.com/profile/00625275619254959673noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-65122121130476175842015-05-02T13:02:22.773-04:002015-05-02T13:02:22.773-04:00back in the day school was a lot harder now it'...back in the day school was a lot harder now it's easier. We keep pushing kids though.Mikehttp://www.repairpc.canoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-17456604167044864982015-03-28T04:10:06.448-04:002015-03-28T04:10:06.448-04:00I have read the all comments regarding your inquir...I have read the all comments regarding your inquiry about Online poetry. Thanks for starting this conversation.<br /><a href="http://www.hourlybook.com/" rel="nofollow">Learning</a><br />Tarun Royhttp://www.blogger.com/profile/02143147460163917468noreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-32637188854870116872015-02-02T16:21:57.761-05:002015-02-02T16:21:57.761-05:00From Kimberly Lutz at Ithaka S+R: We created a ser...From Kimberly Lutz at Ithaka S+R: We created a series of video interviews with faculty who took part in the study. Two of these explore the specific problems and successes of using a MOOC in the math classroom, you can view them through Vimeo at http://vimeo.com/channels/ithakasr/110863058 and http://vimeo.com/channels/ithakasr/110863049. The album at http://vimeo.com/channels/ithakasr includes 5 additional videos, including one from the students’ perspective.David Bressoudhttp://www.macalester.edu/~bressoudnoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-50084467554332599862015-01-27T10:27:48.118-05:002015-01-27T10:27:48.118-05:00Yes, so much of cognitive theory now indicates tha...Yes, so much of cognitive theory now indicates that learning occurs during the struggle to bring order to and make sense of phenomena. Math instructors too often feel they have been successful if they have helped students avoid the struggle. I am certainly guilty. The challenge is to provide an appropriate level of confusion that engages students' brains without overwhelming or defeating them.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-53547603673976632352014-11-04T14:56:52.390-05:002014-11-04T14:56:52.390-05:00I appreciate your point. I did consider titling th...I appreciate your point. I did consider titling this "Women and men are different" precisely because the current title suggests that men are the norm in calculus. Yet the fact is that our current calculus curriculum and instructional approach were established under the assumption that majors in engineering and the physical sciences—and therefore, historically, men—were the norm for the students in this class. I hope that readers will realize that calculus as currently taught in most places is not a gender-neutral course. Women and men are often there for different reasons, and the same actions on the part of the instructor can convey different messages.David Bressoudnoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-13897601683405992902014-11-04T13:39:37.987-05:002014-11-04T13:39:37.987-05:00This is a really interesting post, David, and I ap...This is a really interesting post, David, and I appreciate the nuance in discussing how women are interpreting the same grade "signals" differently as to their longer-term success in a math-oriented path. It makes me think of the differences in women's and men's patterns of attribution of success that the student affairs people pointed out to me years ago (Linda Sax has some stuff on this re math specifically, I think). Women are more likely to give internal attributions - "I didn't study hard enough for that test" or "I'm not good at this" while men give external attributions: "The test wasn't fair" or "That prof is really confusing." <br /><br />That said, your title rather missed out on this nuance! Saying the "women are different" assumes that men are the norm or the standard against which others are measured. It easily leads to a deficit model of thinking - what's wrong with those women? - instead of considering how individuals experience the world differently. What changes can we make to calculus instruction that enable all students - clueless men and self-critical women alike - to accurately understand their progress and potential?Sandra Laursenhttp://www.colorado.edu/eernoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-91045490168943524142014-09-03T21:58:21.864-04:002014-09-03T21:58:21.864-04:00I got here via easingthehurrysyndrome.wordpress.co...I got here via easingthehurrysyndrome.wordpress.com<br /><br />This "from first principles" with limits approach to school calculus has always made me wince. It is not necessary, as most derivatives can be found directly. logs and exp are a bit more troublesome!<br /> Do have a look at my posts on this subject<br /><br />http://howardat58.wordpress.com/2014/08/19/calculus-without-tears-that-is-without-limits/<br /><br />http://howardat58.wordpress.com/2014/08/21/calculus-without-limits-2/<br /><br />Number 3 is there, number 4 to come, for sine and cosine<br /><br />Howard PhillipsHoward Phillipshttp://howardat58.wordpress.comnoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-83535378478057065362014-08-24T22:46:01.325-04:002014-08-24T22:46:01.325-04:00"The second problem is related to the first. ..."The second problem is related to the first. It is that too often the calculus course that is taught in high school is a version that trains students in techniques of differentiation and integration and in procedures for solving certain standard problems without developing their understanding of calculus. While this builds familiarity with the language of calculus, it misrepresents the true nature of college-level mathematics and creates a false sense of confidence. One of the most dramatic findings of the MAA’s national study of Calculus I instruction in college and university is the high confidence level of entering students and how precipitously it drops as a result of encountering the reality of college-level expectations for calculus."<br /><br /><br /><br />I took the time to interview people and when they scored highly in AP calculus, usually a 5, there was no indication that the above occurred. I am not saying that these students were done with calculus, but they were in my opinion the best prepared students.<br /><br />We know why students have a false sense of confidence. Because schools are giving them a false sense of confidence.<br /><br />Why are the cut scores so low in AP calculus?Bob Hansenhttp://k12sense.wordpress.comnoreply@blogger.comtag:blogger.com,1999:blog-7251686825560941361.post-44131575854074995152014-08-24T22:14:48.293-04:002014-08-24T22:14:48.293-04:00"The problem for many students who enter with..."The problem for many students who enter with the aspiration of a STEM degree is inadequate proficiency at the level of precalculus: facility with algebra; understanding of trigonometric, exponential, and logarithmic functions; and comprehension of the varied and interconnected ways of viewing functions. Packer speaks of slowing down the progressions through mathematics. This is in response to a shared concern that the rush to get to calculus while in high school can interfere with the development of a solid foundation on which to build mathematical proficiency. Much of the impetus for the Common Core State Standards in Mathematics comes from the recognition that there are clear benchmarks consisting of skills and understandings that must be mastered before students are ready to move on to the next level of abstraction and sophistication. Failure to achieve those benchmarks at the appropriate point in a student’s mathematical development risks seriously handicapping future mathematical achievement."<br /><br /><br />This is the issue but the problem is that schools (due to the politics) will not enforce this notion anymore. Slowing down isn't an answer. The last part of your paragraph is the answer. Before students move on to higher level classes they must first show reasonable mastery in the previous classes. It isn’t a complicated notion, just politically complicated.Bob Hansenhttp://k12sense.wordpress.comnoreply@blogger.com