Timeline for Teaching and students
Current License: CC BY-SA 2.5
4 events
| when toggle format | what | by | license | comment | |
|---|---|---|---|---|---|
| Jan 22, 2010 at 21:58 | comment | added | Pete L. Clark | ...I think that modeling good mathematical behavior begins to be a priority right around the time you teach analysis: students can learn much more by watching you work out a problem when you don't know exactly how to do it from the start. Still, I think a better solution is to have a separate "problem session" [I did this in my analysis course], because the rhythm of a lecture is very different from that of working out problems, and some students really don't want to see one when they're expecting the other. | |
| Jan 22, 2010 at 21:54 | comment | added | Pete L. Clark | I agree with this sentiment more than my answer above may suggest, but still not completely. It depends a lot on the level of the course. If you're not teaching math majors, then modeling "good mathematical behaviour" [suddenly you're British, DS?] is not the highest priority. It is a depressing fact that if you stop and think for a minute or two, many lower-level students will give you sub-optimal marks on the "knows the material" part of the end of term evaluations. [Of course it is annoying that they even ask this question.] ... | |
| Jan 21, 2010 at 15:58 | comment | added | David E Speyer | This is a strategy I use all the time. I think one of our jobs is to model good mathematical behaviour, which means not giving up when we don't know an answer off the top of our head. | |
| Jan 21, 2010 at 8:05 | history | answered | grshutt | CC BY-SA 2.5 |