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:

[log in to unmask]" type="cite"> 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:

[log in to unmask]" type="cite">

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
    

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Dr Jamie Sneddon
Undergraduate Advisor
Department of Mathematics
The University of Auckland
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