Re: Linear Algebra Course Notes Wolczuk Pdf Download
Karren Katon
My name is Jason Siefken, and I am a professional mathematician who focuses on dynamical systems and mathematics education. I earned my PhD from the University of Victoria in 2015, spent some time as a postdoc at Northwestern University, and am now an Associate Professor, Teaching Stream at the University of Toronto.
When I'm not coming up with new ways to push the boundaries of understanding, I enjoy hiking, rock climbing, computer programming, and fiddling with typography. I'm also a huge fan of cooking and love figuring out how to cook with ingredients I've never heard of before!
The idea of a dynamical system is very general. It's too general to actually be useful, so mathematicians don't study dynamical systems in general. They study dynamical systems with specific properties. For example, a dynamical system is called mixing if any two points eventually end up close to each other. They may get far apart after that, but at some point they must get close.
If you want to see more about my philosophy of teaching, you can check out my Teaching Statement. Briefly summarized, I believe you learn by doing, being challenged, and forcing your brain to rewire itself. I am a big proponent of Active Learning, Inquiry Based Learning, and the Flipped Classroom (the list could go on and on). I am a 2016 MAA Project NeXT Fellow (go green dots!) and a TIMES Linear Algebra Fellow.
I always strive to make my life (as well as those around me) easier by harnessing the power of the analytic engine to do the day's menial tasks. You can find a list of most of my projects on my Github page. Projects of particular relevance I've listed below.
A third-year course on dynamical systems with an emphasis on (1) exploration of different type of dynamical systems and their behavior, (2) programming to simulate dynamical system, and (3) writing essays about technical topics for a lay audience.
As course coordinator for MAT223, redesigned the course after consulting with other departments about their needs. The course was conducted using a Think, Pair Share module with in-class questions designed by me and taken from the Inquiry Oriented Linear Algebra (IOLA) project. Resources are available here.
Math 281-3 is the third term in a year-long math sequence for students in Northwestern's Integrated Sciences Program. This course was conduced in an inquiry-oriented style using guided worksheets and resources from the Inquiry Oriented Linear Algebra (IOLA) project. Resources are available here.
Math 281-1 is the first term in a year-long math sequence for students in Northwestern's Integrated Sciences Program. Essentially, this course may be thought of as an honors section of Multi-variable calculus. Again, I used an inquiry-based approach based on guided worksheets available here.
Math 240 is a one-term linear algebra course. This class was conducted using a mix of the Inquiry Oriented Linear Algebra materials as worksheets I developed for previous linear algebra courses. This course also included problemsets based on the Peer-Assisted Reflection (PAR) model of Daniel Reinholz.
Math 281-3 is the third term in a year-long math sequence for students in Northwestern's Integrated Sciences Program. This course was conduced in an inquiry-based style using guided worksheets available here.
In Math 211, I used an inquiry-based approach to teaching Linear Algebra. I improved worksheets that I'd previously used for Math 110 and modified them to fit with the book Introduction to Linear Algebra for Science and Engineering by Norman and Wolczuk. These worksheets are available here.
In this course I also emphasized communication. A prescribed half of the assignments were to be typed. The problems were less computational and more idea-based and a special emphasis was put on communication, including proper grammar, correct logical sequencing, and statements of all the needed definitions and theorems.
In Math 110, I used an inquiry-based approach to teaching Linear Algebra. I constructed guided worksheets covering the a first-semester course following the textbook Linear Algebra: A Modern Introduction by David Poole. These worksheets are available here.
In Math 100, I taught using a fully flipped classroom in the style of Eric Mazur. I created a Youtube video playlists that covered each section of the textbook Calculus Early Transcendentals by Edwards and Penny. I also created conceptual clicker questions for use during class. A sample can be found here.
This winter term, we will investigate the content of a differential calculus course and integral calculus course in two separate meet ups. We plan to do the same for a first course in linear algebra and math proofs. We are aware that some content is non-negotiable within the course description or department and that some of us are not in the position to adjust the course content in a significant way. We can, though, do small epsilons of change when we teach. Also, YES, we want students to develop skills and have good forms of delivery and assessment within a course, but sometimes a discussion about content and good examples get lost.
The modern-day academic position often comes with myriad expectations, from teaching to research to administration to supervision/mentoring to outreach to volunteering at the campus dining hall. This online gathering aims to offer an open (and open-ended) discussion on all things related to academic workload: How are we doing? What are some tips and strategies that may help us better manage our work?
In this presentation, we will explore the versatile and powerful features of ALEKS (Assessment and Learning in Knowledge Spaces) that enable educators to customize their teaching approach for each student, including:
By the end of this presentation, you will have received a comprehensive overview of how ALEKS can enhance your classroom instruction with its adaptive learning, assignable non-adaptive content, and question creator features.
The talk reports on math contests where for some questions younger participants performed better than older participants. With tens of thousands of participants from 40 countries the results are statistically significant. Attempts to explain the observations are made. Suggestions from the audience are welcomed.
At SFU, a Math for Elementary School Teachers course was created in Fall 2013 through the LMS Canvas. Over the years, the content greatly improved to foster student engagement with a variety of multimedia. However, its structural complexity also grew making navigation increasingly intricate. In an effort to improve student experiences, all stakeholders in this course were invited to be partners in design throughout Spring 2022: undergraduate students who had taken this course, graduate students in their roles as help centre tutors and graders, technical support staff, and instructors. In this presentation, you will hear about the process of working with all stakeholders, the benefits and challenges that arose, and the outcome of the collaboration. Survey data from Summer and Fall 2022 will be presented. We welcome questions about our project.
The Mathematics Department at Humber College has successfully transitioned its entire degree and diploma curricula, serving an average of 10,000 students annually, to a robust open educational resource platform, IDEAS, since 2020. During this presentation, we will present a glimpse of the Calculus and Ordinary Differential Equations courses and highlight several distinctive features of this platform, such as its various algorithmically generated questions, interactive live polls, and advanced learning management tools.
As we seek to improve teaching and learning in mathematics and statistics, we encounter a constant stream of innovative ideas. For any of these ideas, it is generally easy to find some sources that support them and some other sources that refute them. Thus, evaluating whether these methods will be effective for our students is a challenging endeavor.
Abstract: Resources for self-directed e-learning are changing how we can approach training and professional development of TAs. In this session, I will share some of the innovative and interactive online resources for supporting math TAs that were developed by a team of educators from Ontario Tech, McMaster, and UTM, and funded by eCampusOntario. The resources are part of a free self-directed e-course on teaching undergraduate mathematics with technology. Check out our trailer: _YzM
I will describe some techniques that I have used for quickly identifying struggling students in large section first-year postsecondary mathematics classes. A group discussion will follow about our preparedness and strategies for offering the basic math support that may be required for incoming students. Do we need math preparedness tests? Remedial math classes? Do they work? What can we do to quickly identify and help support at risk students? Attendees are encouraged to bring and discuss their solutions to this impending problem.
Description: In short introductions/talks with room for a Q&A, we invited undergraduate and graduate TAs and undergraduate students from across Canada who are brave to talk to FYMSiC. They will share their experiences with teaching and learning math and stats in these weird times being online and/or in person. It is important to hear their voices to better our teaching practice and courses.
To address this, we offered a separate section of the first probability course, STAT 230, specifically aimed at computer science students. In class, the instructor focused on the CS applications of the course material, but the students had the same tests and exams as the non-CS students. We hoped that by inviting the CS students to see the applicability of probability to their chosen field and personal interests, they would be more motivated to learn the material and their performance would improve.
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