This article describes an effort to introduce small-group learning into the mathematics curriculum for the non-specialist at New York University. Starting in spring 1999, students were offered the choice of fulfilling their mathematics requirement in a small-group environment that included no formal lectures. The goal of these groups is to make the transition from relatively inactive, even passive, lectures to an experience that actively engages students in the process of doing mathematics. Contact time was restricted to two weekly classes run by a graduate student and was limited to enrollments of 15-16 students. The course is a small-group version of one that has been offered regularly since 1995, with a format that includes two traditional large lectures and one 100-minute workshop each week. Students in the College of Arts and Science and in the School of Education took the course, and the latter group included future K-12 teachers. Instructors for the small-group sections come from the graduate level Mathematics Education Group in the School of Education and the Mathematics Department in the Graduate School of Arts and Science.
© Virginia Mathematics and Science Coalition, licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0) (https://creativecommons.org/licenses/by/4.0/)
"Mathematics without Lectures: Small-Group Learning at New York University,"
Journal of Mathematics and Science: Collaborative Explorations: Vol. 3
, Article 5.
Available at: https://scholarscompass.vcu.edu/jmsce_vamsc/vol3/iss1/5