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We're two weeks into the semester.
I'm teaching three courses: History of Mathematics, Introduction to Real Analysis, and Quantitative Reasoning 101.
History of Math, of course, I've taught many times before. Intro to Real Analysis is the course I taught last summer; basically, it's Calculus Done Right (for math majors, as opposed to scientists, engineers, etc.). I wasn't too pleased with my performance in summer, but this time I've got a full fifteen weeks (instead of ten) and hope to do better. It seems to be going reasonably well. (I have Quiz 2 sitting on the dining table waiting for grading; we'll see.) QR 101 is a relatively new course, which pretty much everybody who isn't a STEM major has to take. It's very low level; we just finished a chapter on converting units of measurement within and between the US customary and metric systems. I'm getting suggestions and such from the course coordinator, but I'm nervous about how I'm doing. I'll be giving a quiz in that class on Monday, and we'll see how things go. (QR also has an online component, which I *think* I've gotten straightened out after a couple of days of misfires.)
History of Math and QR meet M/W, and run an hour fifteen each; Intro to Real Analysis meets T/Th, and runs an hour fifty. That first Tuesday, I tried to dismiss the class after 1:15, only to be brought up short by one of the students. The following day, I tried to continue past the 1:15 mark (thinking I had another 35 minutes to go), only to be brought up short by one of the students. There's one student - not the up-short-bringer in either case - who's in both classes. He found this hilarious....
Here's to improvement - mine and theirs!
I'm teaching three courses: History of Mathematics, Introduction to Real Analysis, and Quantitative Reasoning 101.
History of Math, of course, I've taught many times before. Intro to Real Analysis is the course I taught last summer; basically, it's Calculus Done Right (for math majors, as opposed to scientists, engineers, etc.). I wasn't too pleased with my performance in summer, but this time I've got a full fifteen weeks (instead of ten) and hope to do better. It seems to be going reasonably well. (I have Quiz 2 sitting on the dining table waiting for grading; we'll see.) QR 101 is a relatively new course, which pretty much everybody who isn't a STEM major has to take. It's very low level; we just finished a chapter on converting units of measurement within and between the US customary and metric systems. I'm getting suggestions and such from the course coordinator, but I'm nervous about how I'm doing. I'll be giving a quiz in that class on Monday, and we'll see how things go. (QR also has an online component, which I *think* I've gotten straightened out after a couple of days of misfires.)
History of Math and QR meet M/W, and run an hour fifteen each; Intro to Real Analysis meets T/Th, and runs an hour fifty. That first Tuesday, I tried to dismiss the class after 1:15, only to be brought up short by one of the students. The following day, I tried to continue past the 1:15 mark (thinking I had another 35 minutes to go), only to be brought up short by one of the students. There's one student - not the up-short-bringer in either case - who's in both classes. He found this hilarious....
Here's to improvement - mine and theirs!
