### UMICH TEAM HOMEWORK MATH 116

And, while skilled instructors with an excellent command of the mathematical field may be more common than skilled researchers, they are going to be rare as well. The athletes really got a kick out of table 1 from this paper , showing how world class runners accelerate second by second; a lot of students enjoyed figuring out how long a runway a Ford Mustang needs to accelerate to mph using the data here. He should do poorly on the exam — a C minus or a D. I very much doubt you can visually perceive the difference between a straight line and two lines making an angle of with each other and this can make a substantial difference in an integral. I am going to say something which is obviously against my professional interest. If some of my readers were among those who did, can you tell me how you stayed motivated?

Introductory material is best taught by people with more experience than grad students generally have. And, while skilled instructors with an excellent command of the mathematical field may be more common than skilled researchers, they are going to be rare as well. I had two students who, when I asked them for teammate preferences, specifically asked not to be put with students in the top half of the class. Before answering, I want to point out that university departments are not idealized firms, who aim to produce a service as efficiently as possible. In my case, I was competing with grad students who had taken calculus far more recently than I had; had taught it several times before; and who were often extraordinary competitors with a string of Olympiad medals and Putnam victories. People who teach introductory classes generally do better at teaching advanced classes.

I was assigned two sections umicg 32 students each, homweork dwindled to 30 each over the course of the term. If a university or its funding source does not value research, it is not clear to me that it should hire researchers as opposed to lecturers. Inexperienced teachers often do best with advanced material, or at least advanced students— contexts where something has filtered out the biggest teaching challenges and the students resemble less-trained versions of the instructor. This happened even if none of the students on a team was strong — I had one team made up of four good friends, all of whom were in the bottom quarter of the class.

First of all, a note to any students in Michigan calculus.

## Some thoughts on teaching Michigan calculus

New instructors can get the gist by talking to older faculty, but without close supervision, they still have to guess a lot. People who teach introductory classes generally do better at teaching advanced classes.

So why the misgivings? This has two consequences. He wound up paying off and, not only did this make him hugely popular, but it probably relieved him of a lot of the stress I felt in the final days of the Gateway period. As for the comments on departments not being idealized firms, I will just point out that most public institutions other than flagship universities, as well as lower tier liberal arts colleges, are under such budget pressures that they have no choice but to have most of their teaching done by graduate students and adjuncts.

One of my fellow instructors offered to cook breakfast for his class if all of them passed the Gateway a week before the deadline. Michigan has a large room called the mathlab it could probably hold people or so filled with round tables and staffed 8 hours a day by tutors who can provide help with mathematics courses.

Consider a student who has learned the basic mechanical skills of numerically approximating a derivative from data, or of differentiating some complex expression. My students were organized into groups of four who met weekly to work together on more challenging problems, which they wrote up as a group and received a single collective grade for.

I did the day-to-day teaching 3 times a week, 80 minutes per meeting. When I teach this class again, I will make a similar deal.

If some of my readers were among those who did, can you tell me how you stayed motivated? Especially in the first half of the term, I tried to spend almost the entire class period working with small groups. I felt guilty and awkward about it. The intended focus of the problem is on how to set up the correct integral in the first place.

# Some thoughts on teaching Michigan calculus | Secret Blogging Seminar

I was very concerned about this going into the course. I think these are very appropriate goals in theory. Obviously, I would be very glad to hear counter-arguments! Landing in the middle of that pack is an accomplishment, and I have decided to be proud of it. I could look at a table of values which one of my students had computed and guess pretty quickly whether they had entered them into the calculator correctly.

I have just one item to add to your lists: In Spring I often was unable to sleep for fear that I had misplanned my Hodge Homeaork lectures, so it was a major relief to be so well taken care of.

What was difficult about this was that it made grading very difficult teaj predict. I would be happier if the exams had one or two more basic questions, with the rest staying as they are.

The course website including a secret sectionwas full of resources to help me plan my lessons. It also focuses on getting students to be able to explain what they are doing to people with even less mathematical background than they ,ath. For example, when counting boxes under a curve, they pointed at the squares in a random order, rather than sweeping from left to right, top to bottom.

# Math Section Page

SE and, while the questions are less exciting, the challenge of being face to face with the questioner makes up for it. One point I should make, though, before the legislators start grinning too broadly.

It is open without appointment to anyone who wants to come ask a question.