In the last couple of posts on the inverted transition-to-proofs course, I talked about course design, and in the last post one of the prominent components of the course was an assignment type that I ...

I’ve written about the instructional design behind the inverted transition-to-proofs course and the importance of Guided Practice As I wrote before, each 50-minute class meeting was split up into a ...

Math students may not blink at calculating probabilities, measuring the area beneath curves or evaluating matrices, yet they often find themselves at sea when first confronted with writing proofs.