In order to improve problem-solving dispositions, a section of an inquiry-based math sequence for first-year business students was linked with a section of our general education English sequence. We describe how the linked classes worked and compare some preliminary results from linked and unlinked sections of the math sequence.

This paper describes writing assignments from a modern algebra course which were used to foster the development of proof-writing skills. Each assignment consists of proofs and mathematical work supposedly written by fictional characters, where the proofs are designed to illustrate common misconceptions, difficult points, and typical writing flaws.…