Welcome to Matt Salomone’s Mathematics Home

Welcome to my newly-updated web home at matthematics.com .

I enjoy thinking, tweeting, and sometimes blogging about emerging issues in the teaching and learning of mathematics and quantitative literacy. Some of what you’ll find here includes:

Open Courses/Text Projects:

Continue reading “Welcome to Matt Salomone’s Mathematics Home”

On Q: Coming Soon

This fall, I’ll be beginning production on a podcast titled On Q: A Higher Education for Quantitative Literacy. This podcast will be dedicated to amplifying the best ideas for how faculty, administrators, and staff across higher education can support the goal of building a more numerate society.

We’ll be interviewing scholars and educators on the front lines of this important educational movement on each episode. The theme of Series 1 will be “What Is Quantitative Literacy, Anyway?” and focuses on the many ways we can define this skill set, and the ways it reveals itself across the disciplines.

If you have an idea for Series 1 of On Q or would like to suggest a guest for the show (even if that guest is yourself!), drop us a line in the contact form on the show page. Follow us on Twitter at @onqpodcast .

Math Thought & Practice (MATH 105)

Welcome to the homepage for MATH 105-W01 Mathematical Thought and Practice, taught online in Fall 2018.

Course activities will occur in four primary locations:

  1. Knewton Alta ( http://knewtonalta.com )
    • Adaptive, multimedia courseware and problem-solving assignments
  2. Blackboard ( http://blackboard.bridgew.edu )
    • Submit mastery quizzes, exams, and projects
    • Track your progress
  3. Slack ( http://slack.com )
    • Discussions, announcements, all communications
  4. Twitch ( http://twitch.tv )
    • Online class meetings and office hours

Gone TPSE-Turvy, Part 2: Sacred Cows

Mistrust the “must.”

That’s the word that characterizes so many aspects of the math major curriculum that it ought to be the subject of its own course. That course would probably be a required prerequisite of every other course in the program.

Every “must” in a curriculum erects barriers for students. Some of those ramparts are worth manning. Some are not. All of them restrain the flexibility of our programs and narrow the pipeline of potential talent in them. To get where TPSE envisions math programs are going, some of our “musts” will need to become “shoulds,” or even “coulds.” Continue reading “Gone TPSE-Turvy, Part 2: Sacred Cows”