### UMICH TEAM HOMEWORK MATH 116

People who teach introductory classes generally do better at teaching advanced classes. How many of those competitors come back the next year? The course maintains a problem bank of suggested questions to use on quizzes and in class. For example, one question asked students to numerically approximate at. I am curious — the median score on the Putnam exam is a zero. If the promise of academia were withdrawn, would people with a passion and skills for mathematics still become instructors?

The webhomework system assumes that 1 any graph which looks piecewise linear actually is piecewise linear and 2 the students will use that fact to make any computations with that graph precise. Another geometric optimization problem asked students to construct a solid shaped like a cone on top of a cylinder to optimize some quantity, and the optimum was the degenerate case where the cone had height zero! Landing in the middle of that pack is an accomplishment, and I have decided to be proud of it. For example, one question asked students to numerically approximate at. I had a CS student who, for a final project, was making a winamp-like program and was trying to figure out how you take an audio signal and extract a sequence of musical pitches, so I got to tell him about Fourier windowing, and he really did get it to work!

One point I should make, though, before the legislators start grinning too broadly. Of course, I am a highly competitive person, and I wanted my sections to blow the others out of the water. If you are thinking of importing MI calculus into your school, you should think about how to take care of your teachers.

I think I really did stand out from other instructors in these regards. Mathematical writing is a specialized skill. I have no problem magh that, because I think the exams homeworl the right topics. New instructors can get the gist by talking to older faculty, but without close supervision, they still have to guess a lot. How many of those competitors come back the next year? SE and, while the questions are less exciting, the challenge of being face to homeworl with the questioner makes up for it.

You still need to give those teachers many hours a week of reading mathematics and thinking about mathematics, to keep their minds fresh and to keep them up to date with applications. But he also has mastered a nontrivial skill.

The webhomework system assumes that 1116 any graph which looks piecewise linear actually is piecewise linear and 2 the students will use that fact to make any computations with that graph precise. I did the day-to-day teaching 3 times a week, 80 minutes per meeting.

## Some thoughts on teaching Michigan calculus

So why the misgivings? You can see the exams here: As for the comments on departments not being idealized firms, I will just point out that most public institutions other than flagship homewirk, 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.

I drifted from the given schedule by a day at times, but I basically followed it and found that it worked well. I was very curious to see how this was made to work. But the simplest argument for math professor value is low-level teaching.

Partly for the technological breakthroughs it creates, and partly for its own aesthetic value. Over and over, I saw students who really committed to their teams get great benefits out of it.

Our non-teaching activities are increasingly public: I had a lot of fun going to the mathlab. I missed this over and over. Menu Skip to content.

This has two consequences. However, I can list some positive things which I brought to my teaching that come from my background.

# Some thoughts on teaching Michigan calculus | Secret Blogging Seminar

I spent a lot of time in high school and college helping my fellow students, and I learned a lot by doing so. 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. I found my calculus classes to be the place where I really learned algebra. I want to take the opportunity to brag about the most fun example of this: Once they started working together, their performance on quizzes and in class improved dramatically.

When I teach this class again, I will make a similar deal. I feel that the former was achieved fairly well in practice, though I have some complaints, but the latter was not. For example, one question asked students to numerically approximate at. 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. Obviously, I would be very glad to hear counter-arguments!