We describe a lecture-free problem-solving Mathematical Communication and Reasoning (MCR) course that helps students succeed in the Introduction to Advanced Mathematics course. The MCR course integrates elements from Uri Treisman's Emerging Scholars workshop model and Math Circles. In it students solve challenging problems and form a supportive…

Lesson study, a popular method of professional development in which instructors collaborate to critique and improve a lesson, can be used for curriculum development. This paper describes an implementation of lesson study that went through two iterations across different, related, contexts: an undergraduate mathematics content course for secondary…

This paper is written to provide ideas and guide faculty who want to design a mathematical modeling course for undergraduate mathematics majors and minors. We discuss course goals, assignments, and projects that can be used to help students gain experience relevant for careers and mathematical modeling opportunities. The authors designed this…

In this note, I argue for and discuss my experiences with explicitly incorporating principles of critical and creative thinking in a transitions course which serves mathematics, mathematics education, and statistics majors. I describe several specific assignments and classroom tasks designed to enhance critical and creative thinking. I also…

We describe specific curricular decisions employed at Butler University that have resulted in student achievement in the actuarial science major. The paper includes a discussion of how these decisions might be applied in the context of a new actuarial program.

A number of learner-centered strategies were implemented during a two-semester course in real analysis that is traditionally taught in lecture format. We seek to understand the role that these strategies can have in this proof-intensive theoretical mathematics classroom and the perceived benefits by the students. Although learner-centered…

I discuss my experience with teaching an advanced undergraduate Real Analysis class using both lecturing and the small-group guided discovery method. The article is structured as follows. The first section is about the organizational and administrative components of the class. In the second section I give examples of successes and difficulties…

This article describes a sophomore transition-to-advanced-math course taught via a modified Moore method at Lebanon Valley College.

Group Quizzes using the Think-Share-Write strategy can be very effective in engaging students and enhancing their learning in the classroom. In this article, I describe my experiences in implementing this method in both lower division and upper division Mathematics courses. (Contains 1 figure.)