Teaching mathematics in colleges and universities: case studies for today's classroom. Graduate student edition
type: Item
instance of: scholarly article
zbMATH Open document ID: 0992.00003
publication date: 2001-07-09T00:00:00Z
Mathematics Subject Classification ID: 00A35
Mathematics Subject Classification ID: 97D40
Mathematics Subject Classification ID: 97U30
Mathematics Subject Classification ID: 97-06
Mathematics Subject Classification ID: 00B10
zbMATH DE Number: 1615558
MaRDI profile type: Publication
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Recommended article: Mathematical Teaching in Universities
author: Solomon Friedberg
author: Avner Ash
author: Elizabeth R. Brown
author: Deborah Hughes-Hallett
author: Reva Kasman
author: Margaret Kenney
author: Lisa A. Mantini
author: William G. McCallum
author: Jeremy Teitelbaum
author: Lee Zia
title: Teaching mathematics in colleges and universities: case studies for today's classroom. Graduate student edition
published in: CBMS Issues in Mathematics Education
review text: Recent history tells us that, unfortunately, the relations between mathematicians and mathematics educators are, sometimes, uneasy. The two groups of professionals seem strange to each other. I will return to this point later on. NEWLINENEWLINENEWLINEIt is a great satisfaction to see this book in print. It will be specially useful to graduate students who are TAs or will be college teachers. They face a prospective of teaching mathematics in practically every undergraduate curriculum, from humanities to the scientific and technical areas. NEWLINENEWLINENEWLINEIn the Introduction, Friedberg says ``Just as `doing exercises' is an integral part of learning mathematics,\dots{} these Case Studies may be regarded as teaching exercises, and can play a similar role in gaining teaching expertise''. The option of this volume was to present fourteen case studies, all ``fictionalized accounts of common teaching situations''. These sentences define the idea of the project, which resulted in this book. Surely these teaching exercises are valuable and the project was very carefully conducted. Several mathematicians who are recognized by their achievements in the collegiate level have been consulted and participated in the project. The Case Studies range from questions about students who ask to be transferred from one course to another and students who lack prerequisites, to questions about how to teach the fundamental theorem of calculus and Fourier series, from questions about managing group work to questions about evaluation and grading. Indeed, these are questions which graduate students, TAs and even more mature teachers face in their routine practice. NEWLINENEWLINENEWLINEThis volume is a good illustration of the different perspectives of mathematicians who teach and of educators with a mathematical formation. Indeed, the former are mathematicians who use the opportunity of having a number of students whose career depends on taking the required courses, to convey the mathemat…
reviewed by: Ubiratan D'Ambrosio
description: scientific article; zbMATH DE number 1615558