A process is described for creating a more civerse set of experiences for undergraduate students in mathematics. While we use examples drawn from classes studying linear algebra, the procedures are appropriate for any undergraduate course in mathematics. The diversity of the activities is generated in part through the use of a taxonomy which addresses the nature of the activities rather than a hierarchy of levels of difficulty. All exercises used as illustrations have been attempted by students in second year undergraduate classes.
|Number of pages||15|
|Journal||International Journal of Mathematical Education in Science and Technology|
|Publication status||Published - 1998|