- Steven G. Krantz, How to Teach Mathematics, Chapters 1-3
- Aleksandr Gorbenko, Patrick Lloyd, Daniel Collins, Kristin Polizotto, Tian Cai, Deborah Berhanu
- Question: What did you agree or disagree with?
- Moore Method: Surely inappropriate for our students.
- Question: Why are KCC students unprepared?
- K-12 prep as a problem for KCC students.
- Math anxiety among K-6 teachers, esp. females, who then communicate this to students (esp. girls who identify with teacher).
- The students get high school diploma without really learning math.
- Comparison to teacher qualifications in different countries/states.
- Specialist K-6 teachers would be the #1 thing to change (DRC).
- Working in groups outside of class — effective but possibly a challenge for our students — culturally, time constraints, socially, etc.
- Groups only effective if carefully chosen — someone who knows what they’re doing.
- Asian students may know how to do the problems & get good grades, but necessarily able to apply or engage with the world with that knowledge.
- Influence of home environment (in terms of academic discipline) and of social class.
- Do the suggestions in this book help all students? Effective across the board? (Probably.)
- Students cannot set up a problem — logically — because that unit is skipped in K-12.
- Logic not required at KCC (even in math department) — inductive & deductive reasoning is not required.
- Krantz recommends examples, then building/developing theorem.
- Other option: Principle/theorem, then proof, then examples (traditional in definition-theorem-proof-application).
- Daniel thinks traditional is better for students who will not be mathematicians. But Tian/Pat thought examples earlier on was better.
- Next meeting: Nov-22nd at 12:40 PM (to include outside grant observer).