I wasn’t sure how students in the course would respond to the inverted classroom structure. On the one hand, by setting the course up so that students were getting time and support on the hardest tasks in the course and optimizing the cognitive load outside of class, this was going to make a problematic course very doable for students. On the other hand, students might be so wed to the traditional classroom setup that no amount of logic was going to prevail, and it would end up like my inverted MATLAB class did where a

Sorry for the absence, but things have been busy around here as we step fully into the new semester. The big experiment this term is with my flipped introduction to proofs class. As I wrote last time, I was pretty nervous going into the semester about the course. But things seem to be working really well so far. I don’t want to jinx the experience by saying so, but so far, nobody in either of my two sections of the course has given any indication that the flipped model isn’t working for them. In fact, I gave a survey in the first week of class that included an item soliticing their concerns or questions about the flipped model, and here’s a sample of the responses:

I think the “flipped” structure will be better for a lot of the students and end with success from more students than normal.

I think this sounds really great. The idea of actually working on problems in class …

Right now I’m teaching a course called Communicating in Mathematics, which serves two purposes. First, it’s a transitional course for students heading from the freshman calculus sequence into more theoretical upper-level math courses. We learn about logic, how to formulate and test mathematical conjectures, and we spend a lot of time learning how to write correct mathematical proofs. And therein is the second purpose: The course is also labelled as a “Supplemental Writing Skills” course at Grand Valley, which means that a large portion of the class, and of the course grade, is based on writing. (Here are the specifics.) It’s a sort of second-semester, discipline-specific composition class. (Students at GVSU have to have two of these SWS courses, each in different…

The video post from the other day about handling ungraded homework assignments went so well that I thought I’d let you all have another crack and designing my courses for me! This time, I have a question about really bad mistakes that can be made in a proof.

One correction to the video — the rubric I am developing for proof grading gives scores of 0, 2, 4, 6, 8, or 10. A “0″ is a proof that simply isn’t handed in at all. And any proof that shows serious effort and a modicum of correctness will get at least a 4. I am reserving the grade of “2″ for proofs that commit any of the “fatal errors” I describe (and solicit) in the video.

I am a mathematician and educator with interests in cryptology, computer science, and STEM education. I am affiliated with the Mathematics Department at Grand Valley State University in Allendale, Michigan. The views here are my own and are not necessarily shared by GVSU.

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