Course:MATH TAAP/2012/Questions

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My questions about teaching.

Carmen

1. Why is math harder to teach than other subjects?

2. Should teachers be story tellers/entertainers or should they just focus on the material?

3. Should teachers post notes online?

4. How does one prepare differently for foreign material?

5. How do students learn math?

Mike

1. How do I get a better sense for what my students actually know, so I can try to activate that knowledge in class?

2. Is there a way to hasten the process by which a student confronts a deeply rooted misconception?

3. What is the best use of class time?

4. How can I make homeworks the most effective?

5. How do I design a good test?

Tatchai

1. How important is the expertise in the material to the teaching? Is it true that if you do more research then you will teach better?

2. Is hand-out necessary ? How does it make learning better?

3. How to motivate non-math students to calculus or first year math class.

4. What is the kinds of personality (e.g. talking style, gesture, writing) that can keep students engaged in the class ? How to make that?

5. How to manage time ? How to fit our material nicely in a restricted time ,say 50 min?

Tom

1. Is it possible to create interesting lessons with a limited amount of time (consistently).

2. What proportion of an interesting lesson can be traced back to the personality of the instructor?

3. What are some possible (and effective) methods of dispelling first year misconceptions. In particular, the misconception that the math is difficult, hard and only understood by certain special people.

4. Given that students learn differently. Is it possible to create a lesson that engages all learning types so that everyone manages to get something out of it.

5. What methods are there for controlling the timing of student based activities in class (so that it doesn't run too long or too short).

Vince

1. How do we create an effective diagnostic assessment?

2. What are some analogies we can use for math courses?

3. How do we handle larger classes?

4. How do we approach classes of different lengths, say 1.5 hours or 3 hours?

5. Are there any links between student learning and factors which are not immediately linked to teaching (eg jokes vs serious, clothing, etc) which are backed by science or evidence?

Steve

  1. Can we teach math (in particular calculus or linear algebra) without using the blackboard?
  2. How could we present the material of first-year calculus courses in a different way that is more attractive to students, i.e. that makes them more intrinsically motivated?
  3. How can we make students carefully read the textbook at home?
  4. How can we make a class interactive when we have large audience, e.g. 200 students or more?
  5. What are the good practices concerning homework and/or midterms ?
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