Active learning strategies in advanced mathematics classes
Bibliographic Data
| ID | 4096857 |
|---|---|
| Authors | Jeffrey S Rosenthal (0000-0002-5118-6808, University of Toronto, corresponding author) |
| Year | 1995 |
| Volume | 20 |
| Issue | 2 |
| Pages | 223-228 |
| Publication date | 1995-01-01 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Studies in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0307-5079 • E-ISSN: 1470-174X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/03075079512331381723 |
| OpenAlex | W2103277000 |
| Language | EN |
| Citations received | 5 |
| References cited | 4 |
Advanced mathematics and other theoretical sciences are often taught purely using the lecture format, which promotes passivity and isolation in students. This paper advocates the use of certain alternative teaching methods, including co-operative learning in small groups and essay-writing assignments about technical topics. The emphasis throughout is on getting students to participate more, to interact more, and to broaden their perspective. Efforts are described to implement these reforms in upper-division courses in probability theory at the University of Minnesota, and students' anonymous questionnaires are analysed. It is argued that many of these teaching reforms can be implemented quite generally, without huge effort, and without greatly disrupting the normal flow of a course. I hear, I forget; I see, I remember; I do, I understand. (old proverb)
Higher education · Mathematics education · Pedagogy · Political science · Teaching method · Computer Science · Innovative Teaching and Learning Methods · Psychology · Statistics Education and Methodologies · Artificial Intelligence
| Unique citing works | 5 |
|---|---|
| Citations per year | 0,24 |
| Citation span | 2005 - 2023 (19) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 5 |