{"id":74,"date":"2017-10-04T18:35:57","date_gmt":"2017-10-04T22:35:57","guid":{"rendered":"https:\/\/blogs.harvard.edu\/siams\/?p=74"},"modified":"2017-10-04T18:35:57","modified_gmt":"2017-10-04T22:35:57","slug":"webtools-for-math-teaching","status":"publish","type":"post","link":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/10\/04\/webtools-for-math-teaching\/","title":{"rendered":"Webtools for math teaching"},"content":{"rendered":"

This semester I’m using Gradescope<\/a> for homework and exam grading.\u00a0 It is working relatively well, although not perfectly.\u00a0 This enables us to reuse feedback, makes it easy for me to review regrade requests, and gives us access to all student work in the course.<\/p>\n

For our discussion board, we’re using Piazza<\/a>, mainly because it’s easy to type in the math via their built in Latex.<\/p>\n

Online homework, via Webwork<\/a>,\u00a0 forms a portion of each homework assignment.\u00a0 These are mainly exercise type questions so that students can receive immediate feedback on whether they are applying procedures properly.<\/p>\n

I am curious to take a look at iMathAS<\/a> at some point.\u00a0 Webwork has a nice bank of questions from the text our course is aligned with, and there is some convenience to that, but it seems worth checking out other options.<\/p>\n","protected":false},"excerpt":{"rendered":"

This semester I’m using Gradescope for homework and exam grading.\u00a0 It is working relatively well, although not perfectly.\u00a0 This enables us to reuse feedback, makes it easy for me to review regrade requests, and gives us access to all student work in the course. For our discussion board, we’re using Piazza, mainly because it’s easy […]<\/p>\n","protected":false},"author":8032,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"jetpack_post_was_ever_published":false,"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2}},"categories":[157887,1010],"tags":[],"class_list":["post-74","post","type-post","status-publish","format-standard","hentry","category-learning-and-teaching","category-math"],"jetpack_publicize_connections":[],"jetpack_featured_media_url":"","jetpack_sharing_enabled":true,"jetpack_shortlink":"https:\/\/wp.me\/p7E5LF-1c","jetpack-related-posts":[{"id":32,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-student-learning-objectives-and-mathematics-teaching\/","url_meta":{"origin":74,"position":0},"title":"Reading “Student learning objectives and mathematics teaching”","author":"siams","date":"25 August 2017","format":false,"excerpt":"I am working to write learning objectives for multivariable calculus this Fall. This article helped distinguish between overarching goals (that students are able to fit the math in the course into a greater understanding of math and of the world) and the learning objectives, of what I hope students will\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":108,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/06\/10\/dynamical-systems-math-1b-differential-equations-background\/","url_meta":{"origin":74,"position":1},"title":"Dynamical systems: Math 1b differential equations background.","author":"siams","date":"10 June 2019","format":false,"excerpt":"I have been using the Strogatz textbook for teaching dynamical systems. \u00a0The course has multivariable calculus and linear algebra prerequisites. \u00a0Students might take the prerequisite courses different places. \u00a0For students who have taken Math 1b, AM\/Math 21a, Math 21b, there was 6-7 week of differential equations background (11 classes in\u2026","rel":"","context":"In "Dynamical Systems"","block_context":{"text":"Dynamical Systems","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/dynamical-systems\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":29,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/08\/25\/reading-statistics-done-wrong\/","url_meta":{"origin":74,"position":2},"title":"Reading “Statistics Done Wrong”","author":"siams","date":"25 August 2017","format":false,"excerpt":"While discussing course design for our mathematical modeling course in the Spring, my colleague recommended paging through Statistics Done Wrong.\u00a0 I find the book's description of the p-value useful: \"A p value is ... a measure of how surprised you should be if there is no actual difference between the\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":226,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2020\/06\/05\/notes-on-worldmath-curriculum-fighting-eurocentrism-in-mathematics\/","url_meta":{"origin":74,"position":3},"title":"Notes on: “Worldmath Curriculum: Fighting Eurocentrism in Mathematics”","author":"siams","date":"5 June 2020","format":false,"excerpt":"SE Anderson, 1990: \"Worldmath Curriculum: Fighting Eurocentrism in Mathematics\". \u00a0The Journal of Negro Education Section one: \"A few grim statistics\" The manuscript starts with \"A few grim statistics\", looking forward to 2000 and to 2010 and providing numbers about low numbers of Black, Latino, and Native American scholars receiving PhDs\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and teaching","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/learning-and-teaching\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":65,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2017\/10\/04\/other-versions-of-multivariable\/","url_meta":{"origin":74,"position":4},"title":"Other versions of multivariable","author":"siams","date":"4 October 2017","format":false,"excerpt":"Resources for multivariable calculus: Some challenge problems (not multivariable): https:\/\/www.math.unl.edu\/~mrammaha1\/Challenging%20problems\/Challenge-Problems.pdf Cornell is using workshops activities for their engineering students this year (2017): http:\/\/www.math.cornell.edu\/~web1920\/workshop.html Materials from Math 53 at Berkeley (2016): https:\/\/math.berkeley.edu\/~auroux\/53s16\/ Lots of past multivariable exams for Math 215 at Michigan: http:\/\/www.math.lsa.umich.edu\/courses\/215\/17exampractice\/index.html","rel":"","context":"In "Math"","block_context":{"text":"Math","link":"https:\/\/archive.blogs.harvard.edu\/siams\/category\/math\/"},"img":{"alt_text":"","src":"","width":0,"height":0},"classes":[]},{"id":175,"url":"https:\/\/archive.blogs.harvard.edu\/siams\/2019\/07\/18\/notes-on-how-a-detracked-mathematics-approach-promoted-respect-responsibility-and-high-achievement\/","url_meta":{"origin":74,"position":5},"title":"Notes on “How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement”","author":"siams","date":"18 July 2019","format":false,"excerpt":"Boaler, 2006. \u00a0\"How a Detracked Mathematics Approach Promoted Respect, Responsibility, and High Achievement\". \u00a0\u00a0Theory Into Practice, 45:1, 40-46 This article is about a high school math program with high and equitable math achievement, where mixed-ability approaches led to \"higher overall attainment and more equitable outcomes\". \u00a0The students in this study\u2026","rel":"","context":"In "Learning and teaching"","block_context":{"text":"Learning and 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