Forum Theme 1
When I started as a mathematics professor at the University of Northern Iowa, I was the “teaching radical” in my department. I was using the newest techniques, and I knew The Way. After a dozen years had passed, I had become a fuddy-duddy, set in his ways, and hadn’t really realized it. My “newest techniques” weren’t that new, nor had I really examined them in years, while some other professors in the department were experimenting with the real cutting edge in mathematics instruction.
©2015 Doug Shaw
Creative Commons License
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"How Cornerstone Changed My Teaching, Story 3,"
UNIversitas: Journal of Research, Scholarship, and Creative Activity: Vol. 10:
1, Article 10.
Available at: https://scholarworks.uni.edu/universitas/vol10/iss1/10