AMA 10th edition
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.
APA 6th edition
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.
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.
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.
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.
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.
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.