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International Electronic Journal of Mathematics Education

International Electronic Journal of Mathematics Education Indexed in ESCI
Teaching Large Math Classes: Three Instructors, One Experience
Veselin Jungic, Deborah Kent, Petra Menz
APA
In-text citation: (Jungic et al., 2006)
Reference: Jungic, V., Kent, D., & Menz, P. (2006). Teaching Large Math Classes: Three Instructors, One Experience. International Electronic Journal of Mathematics Education, 1(1), 1-15. https://doi.org/10.29333/iejme/168
AMA
In-text citation: (1), (2), (3), etc.
Reference: Jungic V, Kent D, Menz P. Teaching Large Math Classes: Three Instructors, One Experience. INT ELECT J MATH ED. 2006;1(1), 1-15. https://doi.org/10.29333/iejme/168
Chicago
In-text citation: (Jungic et al., 2006)
Reference: Jungic, Veselin, Deborah Kent, and Petra Menz. "Teaching Large Math Classes: Three Instructors, One Experience". International Electronic Journal of Mathematics Education 2006 1 no. 1 (2006): 1-15. https://doi.org/10.29333/iejme/168
Harvard
In-text citation: (Jungic et al., 2006)
Reference: Jungic, V., Kent, D., and Menz, P. (2006). Teaching Large Math Classes: Three Instructors, One Experience. International Electronic Journal of Mathematics Education, 1(1), pp. 1-15. https://doi.org/10.29333/iejme/168
MLA
In-text citation: (Jungic et al., 2006)
Reference: Jungic, Veselin et al. "Teaching Large Math Classes: Three Instructors, One Experience". International Electronic Journal of Mathematics Education, vol. 1, no. 1, 2006, pp. 1-15. https://doi.org/10.29333/iejme/168
Vancouver
In-text citation: (1), (2), (3), etc.
Reference: Jungic V, Kent D, Menz P. Teaching Large Math Classes: Three Instructors, One Experience. INT ELECT J MATH ED. 2006;1(1):1-15. https://doi.org/10.29333/iejme/168

Abstract

This article identifies challenges involved in teaching a mathematics class with 350 or more students. It discusses issues of preparation, organization, course administration, instruction, use of technology, and student management, while offering constructive help and useful techniques for teaching large mathematics classes. General reflections from three instructors on their large class teaching experiences are followed by a model of how large freshmen Calculus courses are conducted at Simon Fraser University in Burnaby, BC.

Keywords

Large Classes Mathematics Teaching Calculus Online Assignments Learning Management System

References

  • AUTC (Australian University Teaching Committee). 2001. Teaching Large Classes. http://www.tedi.uq.edu.au/largeclasses/ (27/07/2006)
  • Carbone, E. (1998) Teaching Large Classes: Tools and Strategies, Thousand Oaks, California: SAGE Publications, Inc.
  • Burton, L. (2004) Mathematicians as Enquirers – Learning about Learning Mathematics. Mathematics Education Library, Norwell, Massachusetts: Kluwer Academic Publishers.
  • Davis, B. G. (1993) Tools for teaching – The first day of Class, http://teaching.berkeley.edu/bgd/firstday.html (13/07/2006).
  • Gedalof, A. (2002) Green Guide: Teaching Large Classes, http://www.uwo.ca/tsc/tlc/theguide.html (27/07/2006)
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  • Leamnson, R. N. (1999) Thinking about Teaching and Learning: Developing Habits of Learning with First Year College and University Students, Sterling, Virginia: Stylus Publishing, LLC.
  • MacGregor, J., Cooper, J.L, Smith, K.A., and Robinson, P. (2000) Strategies for Energizing Large Classes: From Small Groups to Learning Communities: New Directions for Teaching and Learning, San Francisco, California: Jossey, Bass.
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  • Stanley, C. A. (2002) Engaging Large Classes: Strategies and Techniques for College Faculty, Bolton, Massachusetts: Anker Publishing Company, Inc.
  • Weimer, M. (2002) Learner-Centered Teaching Five Key Changes to Practice, San Francisco, California: Jossey-Bass.

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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