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Hi Mike

I'm finding using readings successful for my mathematics class. My first 
pre-class reading was working through a set necessary definitions and 
concepts and constructing their own examples. Another pre-class reading 
was a 'popular mathematics' style article (if that isn't an oxymoron!): 
http://www.americanscientist.org/issues/pub/group-theory-in-the-bedroom
I've also used the wikipedia page on Dijkstra's algorithm as the 
introduction to graph algorithms; we don't need to use the textbook for 
readings (although I'm not using a textbook for my course, so I don't 
have the option of saying "read sections 1.3 to 1.5").

I think perhaps the problem of students not learning mathematics from 
books/handouts is that they don't know how to, and don't see the point - 
especially if that material will be covered again in a lecture format. 
The personal responsibility that TBL fosters by testing readiness should 
go some way to showing students the importance of reading for 
understanding. The concern that students won't do the pre-class 
preparation is widespread; making it clear that it is a integral part of 
the course and won't be diluted if students dislike it should help(?).

We've had really positive feedback on TBL from the students; it is 
working well. It takes more time to develop the assessment tasks and 
readings and so forth, but it's a one-off investment which will pay off 
next year.

I would like to try TBL for a larger first year course, and think it 
would certainly be possible for Calc I or II. Making the readings 
relatively small and focused so you can ask questions in the RAT which 
test more than rote learning would be beneficial; so far my readings are 
6 pages or less, but require some thought in the reading.

(For instance, if I was writing a RAT on differentiation, I would use 
the section(s) of the textbook covering tangent & secant lines only, to 
really hammer home their importance and relationship to rates of change 
and velocity. eg Section 2.6 in Stewart Calculus (Concepts & Contexts)).

Let me know if there's anything else you'd like to know.

Cheers,

Jamie


Mike Rosenthal wrote:
> Jamie,
> Thank you for your reply. I'm sorry for the delay in responding. I 
> made the mistake of sending out my inquiry just before final exams. I 
> teach lower level college math (College Algebra through Calculus II) 
> and my concern about using TBL is that my students won't/can't do the 
> individual pre-class preparation. Students don't seem to be able to 
> learn math from reading books/handouts. How has TBL worked with your 
> class? Are you consider trying it with Calc I or Calc II?
> Mike
>
> Jamie Sneddon wrote:
>> Hi Mike
>> I'm using TBL to teach a final year combinatorics class; will be 
>> interested to see if any other maths TBL users come out of the woodwork.
>> Cheers,
>> Jamie
>>
>>
>> Mike Rosenthal wrote:
>>   
>>> Can anyone give me the name of a faculty member who is using 
>>> Team-Based Learning to teach math? I am especially interested in TBL 
>>> being used to teach Calculus II and below.
>>> Thanks,
>>> Mike Rosenthal
>>> Florida International University
>>>     
>>
>>   

-- 

Dr Jamie Sneddon
Undergraduate Advisor
Department of Mathematics
The University of Auckland
Room 305, Building 303

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    09 9232121
Fax 09 3737457

Office hours during teaching weeks:
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Mail: Mathematics Department
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