Overview

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.

Full Product Details

Author:   Suzanne Kelton (Assumption University, USA.)
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.670kg
ISBN:  

9780367429027

ISBN 10:   0367429020
Pages:   208
Publication Date:   30 November 2020
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

Chapter 1: Course Overview A Note on Terminology Determining Desired Learning Outcomes Assessment Determining A Beginning Classroom Strategy Backward Design Quick Glance: Terminology Overview Chapter 2: Course Policies, Philosophies, and Syllabi Course policies Syllabi Chapter 3: The Basics of the Classroom The First Day of Class Preparing for Class During Class and Office Hours After Class Chapter 4: Assessment 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 Chapter 5: Challenges and Opportunities within Commonly Taught Courses 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 Chapter 6: Growth Through Evaluation and Education Self-evaluation Peer Evaluations and Collaborations Student Evaluations Pedagogical Professional Development Chapter 7: Going Beyond Traditional Lecture Preparing to Try Something New Active Learning Course Designs for Active Learning Online Courses A Final Note on Innovation Conclusion

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Author Information

Suzanne Kelton is Associate Professor of Mathematics at Assumption University in Worcester, MA. She received her Ph.D. in Mathematics at the University of Virginia and has taught mathematics to learners across a range of universities and colleges.

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