Department of Mathematics
Teaching Colloquium Series
Upcoming Colloquia
Date and Time: Friday, October 31, 2025, at 12PM
Location: PB 013 or on Zoom
Speaker: Yaomingxin Lu, Ph.D.
Title: The Power of Formative Assessment
Abstract: How can we know what our students truly understand before the high-stakes exam? In
this talk, I will discuss how to use formative assessment as our daily "teaching compass."
As math education research demonstrates, formative assessment is one of the most powerful
tools for improving student achievement. Moving beyond theory, this talk will provide
instructors with a practical toolkit of efficient, low-stakes techniques—such as diagnostic
polls, exit tickets, and Think-Pair-Share—tailored for mathematics settings. Learn
how a well-designed formative assessment can provide you with richer data than a stack
of homework, empowering you to adjust your teaching in real-time and help students
become
active partners in their learning.
Recent Colloquia
Date and Time: Friday, October 3, 2025, at 12PM
Location: PB 013 or on Zoom
Speaker: Lance Burger, Ph.D.
Title: What is DNR-Based Instruction?
Abstract: This talk will discuss work by mathematics education researcher Guershon Harel elaborating on his framework for teaching mathematics. The main idea of DNR is based on instruction centered on ‘intellectual need,’ rather than ‘rewards and punishments.’ The talk will focus on presenting Harel’s three key concepts for implementing this idea, being: Duality, Necessity and Repeated Reasoning, in a context of teaching about complex numbers.
Date and Time: Friday, August 29, 2025, at 12PM
Location: PB 390 or on Zoom
Speaker: Oscar Vega, Ph.D.
Title: Increasing Engagement in our Classrooms: Group Work and Asking Good Questions
Abstract: Maintaining students engaged in class has been shown to create a positive effect on the learning of mathematics at all levels. In this presentation, I will channel information that I have come across regarding group work and the art of asking questions that elicit participation in class. I may share some anecdotal evidence from my personal experience, though I am a practitioner and not an expert. In any case, I hope that this presentation will generate discussions about teaching mathematics among colleagues.