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After some weeks of intensive calculus teaching (I teach one class in English and one in Swedish) to the backdrop of my discussions in the US, some ideas are beginning to jell. The English class is experimental, the Swedish is … Continue reading
I went to America because I was interested in humanistic approaches to teaching mathematics – not just talking and writing about it, but practicing it – in practice (so to speak). What I found I have written about in other … Continue reading
The third week was devoted to differentiation. I motivated the derivative briefly with it being a concept that captures the ideas of rates of changes linearization (tangent lines) finding local max and min Then we dug into the definition and … Continue reading
It’s time to start to write some kind of report on my college odyssey. So I thought I should start by thanking everyone in the US that made this trip of mine such a pleasant and exciting experience. And why … Continue reading
The week passed roughly according to my plan. The guiding problem, which is central to my approach, worked almost as intended. The students worked on it in groups on Monday and Tuesday. On Wednesday I had planned an extra algebra … Continue reading
What is a proof? Or what constitutes a proof in a teaching context? What’s the value of proof pedagogically? Do proofs explain anything to students? These are questions that I’ve been thinking about, and I was reminded about them today … Continue reading
To some extent the problems with mathematics learning and teaching must have something to do with the quality of mathematics teachers. Yes, mathematics is difficult, perhaps it is the most difficult school subject of all for most people. And it … Continue reading