A very important supplement to my textbook, Mathematical Reasoning: Writing and Proof,
is an extensive collection of screencasts developed by Robert Talbert, a
colleague of mine at Grand Valley State University. Although these screencasts are structured around
this book, they can be used in conjunction with any introduction to proofs
course. Please review these screencasts
and see if they are suitable for use in your course. Most of the screencasts deal with one topic
or example and are approximately 10 minutes long. They are a great supplement to a course and
give the students a chance to have examples done outside of the classroom. You can find the complete collection of
screencasts in the MTH 210 Playlist in the GVSU Math YouTube Channel.
These screencasts are very valuable if you want to design
your course using an inverted classroom model.
I did that last winter semester and I was very pleased with the results.
Students were more engaged with the material than in a more traditional
classroom model, and we had some very interesting discussions during
class. This is because students have
access to me while they are doing some of the most difficult work for the
course. I am no expert on the inverted
classroom, but I will continue to use this model in MTH 210 – Communicating in
Mathematics.
If you would like to learn more about the inverted
classroom, you should read the series on the inverted classroom by Robert
Talbert in his blog Casting
Out Nines. Although it is not in
this series, the post on “Inverting
the transitions-to-proof class” is very informative.
Robert and I and some other colleagues at Grand Valley
have now used the inverted classroom model for our transitions-to-proof course,
and I am pleased at how well my text, Mathematical
Reasoning: Writing and Proof works with this model. It was not specifically written for an
inverted classroom, but in reality, that term was not being used when I started
writing it over 12 years ago. However, I
did design the book to be studied by students and have incorporated active
learning strategies into the book. The
most evident of these are the preview activities that begin each section. The book also has several progress checks for
students in each section, and these seem to help the students quite a bit. For me, the combination of the book and the
screencasts are about as good of a combination for an inverted classroom as
there is.
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