This 6-page report on the initial version of MIT’s communication-intensive offering of Real Analysis discusses the relationship between the analysis lectures and the communication recitations, the percentage of the grade assigned to each, necessary staffing, the recitation activities and assignments, the teaching of LaTeX, and the support from Writing Across the Curriculum. A semester table summarizing recitation activities and assignments is included as are recommendations for future offerings of the course.

Read more →# Posts Tagged *Course design*

This 18-page resource for math instructors addresses questions of how to teach communication in an undergraduate math seminar. Most of the document focuses on questions of grading and providing feedback to students on their writing. It was written for a workshop with M.I.T. math instructors preparing to teach communication-intensive undergraduate math seminars.

Read more →This student information sheet is given to students to fill out on the first day of class to indicate their writing backgrounds and their interests relevant to the class. From Pedro Reis’ Undergraduate Seminar in Physical Mathematics at M.I.T.

Read more →This syllabus describes Mia Minnes’ Undergraduate Seminar in Mathematical Logic, in which students give the lectures. The topic of the seminar was Kolmogorov complexity and algorithmic randomness.

Read more →This syllabus describes Sami Assaf’s Undergraduate Seminar in Discrete Mathematics, in which students do the lecturing.

Read more →This handout for educators provides a concise list of issues to consider when planning how to include communication in a mathematics course. Points cover both writing and presentations and address assignments, instruction and feedback, revision, assessment, peer critique, scheduling, etc.

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