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Cline, K.; Fasteen, J.; Francis, A.; Sullivan, E.; Wendt, T. – PRIMUS, 2020

We have integrated computer programming instruction into the required courses of our mathematics major. Our majors take a sequence of four courses in their first 2 years, each of which is paired with a weekly 75-minute computer lab period that has a dual purpose of both computationally exploring the mathematical concepts from the lecture portion…

Descriptors: College Mathematics, Majors (Students), Programming, Teaching Methods

Cline, Kelly; Zullo, Holly; Huckaby, David A.; Storm, Christopher; Stewart, Ann – PRIMUS, 2018

Classroom voting can be an effective way to stimulate student discussions. In this pedagogy, the instructor poses a multiple-choice question to the class, and then allows a few minutes for consideration and small-group discussion before students vote, either with clickers, cell phones, or a non-electronic method. After the vote the instructor…

Descriptors: Calculus, Mathematics Instruction, Audience Response Systems, Voting

Sullivan, Eric; Melvin, Timothy – PRIMUS, 2016

Written communication and computer programming are foundational components of an undergraduate degree in the mathematical sciences. All lower-division mathematics courses at our institution are paired with computer-based writing, coding, and problem-solving activities. In multivariable calculus we utilize MATLAB and LATEX to have students explore…

Descriptors: Calculus, College Mathematics, Mathematics Instruction, Technical Writing

Cline, Kelly; Zullo, Holly; VonEpps, Lahna – PRIMUS, 2012

We study how different sections voted on the same set of classroom voting questions in differential calculus, finding that voting patterns can be used to identify some of the questions that have the most pedagogic value. We use statistics to identify three types of especially useful questions: 1. To identify good discussion questions, we look for…

Descriptors: Voting, Formative Evaluation, Calculus, Mathematics Instruction

Cline, Kelly S. – PRIMUS, 2005

We present a design for a junior level numerical methods course that focuses on a series of five open-ended projects in applied mathematics. These projects were deliberately designed to present many of the ambiguities and complexities that appear any time we use mathematics in the real world, and so they offered the students a variety of possible…

Descriptors: Methods Courses, Cues, Teacher Education Curriculum, Internet