Definitions are fundamental to any mathematics classroom. We consider how definitions are presented in textbooks and instructors' lecture notes, and whether students are positioned to gain a full understanding of new terms. Four textbooks, covering precalculus, calculus, and analysis, as well as three professors' Calculus I lecture notes are…

We discuss an innovative course model used in first-year calculus courses at a large North American research university, which we refer to as the "Blended Model." We argue that our model takes the best features of lectures, flipped classrooms, and traditional recitations, and gathers them into a cohesive, robust structure that benefits…

This paper outlines the experience of a university professor who implemented flipped learning in two sections of college algebra courses for two semesters. It details how the courses were flipped, what technology was used, advantages, challenges, and results. It explains what students do outside of class, what they do inside class, and discusses…

In this paper, we examine the benefits of employing an inverted or "flipped" class design in a Transition-to-Proof course for second-year mathematics majors. The issues concomitant with such courses, particularly student acquisition of "sociomathematical norms" and self-regulated learning strategies, are discussed along with…

Real Analysis is a required class for most undergraduate mathematics majors, but it is also one of the most difficult classes they will take. In this article, the author compares two approaches to teaching in the two analysis classes she has taught. The first one was taught in a traditional lecture-homework-exam format, while the second was taught…