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| Date: | Mon, 13 Jul 2009 15:49:48 -0700 |
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Hi
IN 2008 I attended workshops run by Larry Michaelsen and Dee Fink in New
Zealand.As a result I used TBL in an third year undergraduate maths
education paper in 2009. The students and I really enjoyed the experience
and feedback was positive.
I work within a mathematics department and now I want to collaborate with a
colleague on using TBL in a course on discrete maths (graph theory and
combinatorics) taught to students who are math majors in the final year of
their bachelor degree. There will be about 30 -50 students in the course
that runs for one semester.
I am interested in ways in which people have used TBL in delivering math
papers. The first issue I can see is that often the role of the lecturer in
maths is to unpack densely packed, symbolic-rich material - to help students
access the ideas. However, the same must be true in other disciplines. What
sort of pre-readings have people used in similar courses? How have they
structured the class time? What experience do people have of using TBL in
maths courses - in K12, undergraduate or post graduate courses?
Thanks very much for feedback
Judy Paterson
University of Auckland, New Zealand
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