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| Format: | Preprint |
| Published: |
2025
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| Subjects: | |
| Online Access: | https://arxiv.org/abs/2502.17478 |
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Table of Contents:
- "Math is not a spectator sport." "Lecturing is educational malpractice." Slogans like these rally some mathematicians to teach classes that feature "active learning", where lecturing is eschewed for student participation. Yet as much as I believe that students must do math to learn math, I also find blanket statements to be more about bandwagons than considered reflection on teaching. In this column, published in the Fall 2021 AWM Newsletter, I urge us to think through the math we offer students and how we set up students to learn. Although I draw primarily from my experiences teaching proofs in abstract algebra and real analysis, the scenarios extend to other topics in first year undergraduate education and beyond.