In this blog, Volker Ecke and Christine von Renesse write about some of the resources and experiences they have had with moving their inquiry-based classes online to a synchronous remote format in Spring 2020.
This blog shows two different videos, one from Stanford University (CA) and one from Cornell University (NY), in which undergraduate students work on the Pennies and Paperclips task from Discovering the Art of Mathematics.
In this blog, I reflect on the experiences Chrissi and I had with teaching an advanced mathematics course with a strong focus on students reading and presenting mathematics.
We have long believed that our students enjoyed working on challenging mathematical problems and that after taking our classes they could find mathematics to be beautiful. However, we needed more than anecdotal evidence of this. Data from surveys administered from 2013-2016 provide evidence that our curriculum materials and our pedagogical tools have a significant impact on our students.
In this blog we tell the story of the different surveys and assessment tools we have used since 1997
to measure the impact of our materials and teaching style. You will find the actual
surveys, the full reports (and summaries) and our current ideas and efforts.
