A Beginner's Guide to Teaching Mathematics in the Undergraduate Classroom
- Available for pre-order. Item will ship after November 30, 2020
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.
Table of Contents
Chapter 1: Course Overview
A Note on Terminology
Determining Desired Learning Outcomes
Determining A Beginning Classroom Strategy
Quick Glance: Terminology Overview
Chapter 2: Course Policies, Philosophies & Syllabi
Chapter 3: The Basics of the Classroom
The First Day of Class
Preparing for Class
During Class and Office Hours
Chapter 4: Assessment
Fostering Academic Honesty with Assessment
Preparing Students to Take an Exam
Writing an Exam
The Exam Was Too Long!
Grading an Exam
Addressing Instances of Academic Dishonesty
Chapter 5: Challenges and Opportunities within Commonly Taught Courses
Algebra – Is It Too Late?!
Calculus I: Differential Calculus
Calculus II: Integral Calculus
Elementary Linear Algebra
Chapter 6: Growth Through Evaluation & Education
Peer Evaluations & Collaborations
Pedagogical Professional Development
Chapter 7: Going Beyond Traditional Lecture
Preparing to Try Something New
Course Designs for Active Learning
A Final Note on Innovation
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.